Dan O'Sullivan

Lecturer
School of Education, Leeholme
Donovan's Road
Cork
T: +353 21 4902959
E: dan.osullivan@ucc.ie

I have worked as a lecturer at the School of Education, University College Cork, since September 2007. Prior to working in UCC, I worked as a primary teacher in three large schools in the Cork area: St Joseph’s Boys’ Primary School, Cobh (1977-1982); St. Mary’s on the Hill, Knocknaheeny (1982-2001); Scoil Niocláis, Frankfield (2001-2007). During my lengthy career as a primary teacher, I taught all class levels - with the exception of 3rd class! - and worked in the area of special educational needs provision as a Learning Support/Resource teacher.


While working as a primary teacher, involvements on my part in the provision of professional development opportunities for teaching colleagues included:
1) Acting as a tutor on educational technology courses, facilitated by the Irish National Teachers’ Organisation (INTO).
2) Acting as a mentor to newly-qualified teachers, as part of the National Induction Programme for Teachers (NIPT).


Current responsibilities include:
1) Director of the Postgraduate Diploma in Special Educational Needs course

.

2) Co-ordinator of module ED6306: Inclusion - Special Educational Needs and Multicultural Education, offered as part of the Professional Master of Education (PME) course.
3) Co-ordinator of module ED6059: Intersections of Identity and Practice in Inclusive and Special Education, offered as part of the M.Ed. (Modular) Degree course. 

4) Co-ordinator of module ED6039: Inclusion of Pupils with Special Educational Needs: Opportunities, Challenges, Dilemmas, offered as part of the M.Ed. (Modular) Degree course. 

Research Interests

I was appointed as a permanent member of staff at the School of Education, University College Cork, in September 2007. Charged with responsibility for both coordinating and teaching on the Department of Education & Skills-funded Postgraduate Diploma in Special Educational Needs (PDSEN) course, I immediately began to embark on doctoral work, joining the first School of Education Cohort PhD group in 2008. I simultaneously engaged with two funded research projects, the Learning to Teach (LETS) project (2008-2010), where I took a keen interest in school cultures of inclusion and exclusion, and the development of the Inclusive Education Framework (2009-2011), published by the National Council for Special Education (NCSE) in 2011. I contributed pivotally to both of these studies.

While transacting a high teaching load (PDSEN / M.Ed. / PDE), and considerable responsibilities arising from PDSEN-related school practicum visitations, I won the NUI-awarded Dr Mary L. Thornton Scholarship in Education in 2012, and delivered several conference contributions at annual conferences organised by a range of research associations: Educational Studies Association of Ireland (ESAI), International Research Methods Summer School (IRMSS), British Educational Research Association (BERA), American Educational Research Association (AERA). I achieved my doctorate in 2014, having contributed to the LETS Report (2010), the NCSE Inclusive Framework (2011), and several peer-reviewed publications.

During the period 2014-2018, I am undertaking a collaborative research project, Adolescent Literacy, Identity and School (ALIAS), with three colleagues from the School of Education, Dr Kevin Cahill, Professor Kathy Hall, and Dr Alicia Curtin. Focusing on the literacy identities and practices of Junior Cycle student cohorts in two separate post-primary settings, the project is working towards an interrogation of how literacy practices and identity intersect in school contexts. The study, funded by the Strategic Research Fund in UCC, also plans to design and implement a student-led literacy intervention for first year students in post-primary schools.


Doctoral Research 

Thesis Title: Beginning primary teachers' perspectives on becoming a teacher in the workplace: Contextual, emotional, and temporo-spatial dimensions of identity shaping  

Thesis Submitted: January 2014

Thesis available on Cork Open Research Archive (CORA) https://cora.ucc.ie/handle/10468/1320

As the shift from the environment of an initial teacher education programme into initial practice in schools is a period of identity change worthy of investigation, my doctoral study focuses on the transformative search by nine beginning primary teachers for their teaching identities, throughout the course of their initial year of occupational experience, post-graduation. Privileging ‘insider’ perspectives, the research goal was to understand the complexities of lived experience from the viewpoints of the participating beginning teacher informants. In doing so, my study seeks to contribute to an understanding of a crucial, yet under-researched, area of Irish school life. The next phase of my doctoral journey centres on dissemination processes. In addition to conference submissions, I intend to submit articles for publication to a range of peer reviewed journals. Among others, these include: Irish Educational Studies; Teaching and Teacher Education; Teachers and Teaching: Theory and Practice; Teaching Education; The New Educator. Other dissemination opportunities availed of will include submission of an overview article for publication in the Irish National Teachers’ Organisation (INTO) monthly magazine, In Touch. This doctoral research-related writing will centre on all three phases of the teacher education continuum: initial teacher education (ITE); induction; continuing professional development (CPD). During the period 2015-2016, I intend to undertake further research on the induction phase of the teacher education continuum.


Adolescent Literacy, Identity and School (ALIAS)
Initiated in May 2014, this research project is a collaborative undertaking with three colleagues from the School of Education, University College Cork: Dr Kevin Cahill, Professor Kathy Hall, and Dr Alicia Curtin. Focusing on Junior Cycle students, in two separate post-primary school settings, there are two prongs to the research project. Firstly, by examining the experiences, practices and attitudes of students, the study focuses on intersections between adolescent literacy capability and the shaping of identity. The intention is to develop an understanding of the lived literacy worlds of the student participants in order to collaborate with them in the development of literate experiences, calculated to enhance their literacy learning. Conceptually, the study is oriented within a sociocultural world view, where the social, cultural and historical aspects of family, community and educational experience, contribute to an investigation of the identity work being performed by the participating students, with particular reference to literacy practices and schooling. Secondly, a literacy learning programme will be the designed and implemented. It is intended that the development of the literacy intervention will be based on a non-hierarchical school-university partnership model of engagement. Accordingly, students, teachers, and researchers will share in the collaborative design, implementation and evaluation of the project.


Inclusive Education Framework (2009-2011)
The Inclusive Education Framework is an interactive tool intended to assist schools plan, measure and improve how pupils with special educational needs are supported. This resource helps re-affirm inclusive practices already in place and guides schools in the development of good practice. A UCC research team - Dr Paul Conway, Jessica Amberson, and Dan O'Sullivan - were contracted by the National Council for Special Education (NCSE) to research, review and contribute to the overall design and development of the framework. In addition to the collaborative development of the framework, in 2010, the UCC research team undertook an evaluation of a pilot of the framework in ten schools, and conducted an online survey with key stakeholders (Conway, Amberson, and O’Sullivan 2010). The National Council for Special Education (NCSE) published its Inclusive Education Framework in November 2011.
Available: www.ncse.ie/researches/InclusiveEducationFramework_InteractiveVersion.pdf


Learning to Teach Study (LETS) (2008-2010)
The aim of the Learning to Teach Study (LETS), the first of its kind on the Postgraduate Diploma in Education (PGDE) in Ireland, funded by the Department of Education and Skills (DES), was to develop and implement a study of initial teacher education in the PGDE in post-primary education, in the School of Education, University College Cork. Its aim was to identify the individual and contextual dynamics of how student teachers develop curricular and cross-curricular competences during initial teacher education (ITE). Within an overall framework that explores how student teachers develop their skills, competences and identity as teachers, it focuses on curricular competences in mathematics, science and language teaching, and on the cross-curricular competences of reading and digital literacy and the development of inclusive teaching practices. LETS is the first programme level research on the PGDE, familiarly known to generations of student teachers and teachers as ‘the Dip’ or ‘the HDip’. The Principal Investigator for the Learning to Teach Study (LETS) was Dr Paul Conway, and the Research Fellow was Dr Rosaleen Murphy. The other members of the research team (in alphabetical order) were Michael Delargey, Prof Kathy Hall, Dr Karl Kitching, Dr Fiachra Long, Jacinta McKeon, Dr Brian Murphy, Dr Stephen O’Brien, Dr Dan O’Sullivan, all from the School of Education, UCC. I actively participated at all stages of the LETS research undertaking: design, data collection, data analysis, report writing, dissemination activities.


Postgraduate Diploma in Special Educational Needs (PDSEN)
I coordinate the Postgraduate Diploma in Special Educational Needs Course (PDSEN). The course provides substantial theoretical and practical continuous professional development for qualified, probated teachers. Funded by the Department of Education and Skills, course places (25) are allocated to teachers nominated by their respective school principals. The expectation is that PDSEN course graduates will assume a ‘lead’ role in the organisation and provision of education to all students with a Special Educational Need as identified by the EPSEN Act, 2004. We work with the nominated teachers and their school communities. Each teacher is visited on four occasions in their respective practice settings, and principals attend a one day seminar at the course venue. A deliberate, practice-based research orientation characterises each of the six course modules. Accordingly, participating teachers are guided in a supportive manner to:
 Research and evaluate support provision in their school. (ED 6201)
 Research, evaluate and utilise appropriate tests in pupil diagnosis and attainment. (ED6202)
 Research, plan, prepare, implement and evaluate educational plans. (ED 6203)
 Research and develop an awareness and understanding of learning needs pertaining to different categories of disability. (ED 6204)
 Research contemporary, inclusion related issues. (ED 6205)
 Apply inclusive provision in own school. (ED 6206)

 We work with participating teachers to ensure that their practice-based, research engagements help develop effective, inclusive practices in their respective school settings.

Book Chapters

YearPublication
(2017)'Adolescent Literacy, Identity and School (ALIAS): Positions, Pedagogies and Spaces for Learning'
Cahill, Kevin, Curtin, Alicia, Hall, Kathy and O'Sullivan, Dan (2017) 'Adolescent Literacy, Identity and School (ALIAS): Positions, Pedagogies and Spaces for Learning' In: Culligan, Brendan and Mehigan, Gene (eds). Exploring the Literacy Landscape - Celebrating 40 Years of Research and Practice. Dublin: Literacy Association of Ireland. [Details]
(2012)''Developing ‘good’ post-primary teachers and teaching in a reform era: cultural dynamics in a programme level study of the PDE'
Conway, P.F., Murphy, R., Delargey, M., Hall, K., Kitching, K., Long, F., McKeon, J., Murphy, B., O'Brien, S., & O'Sullivan, D. (2012) ''Developing ‘good’ post-primary teachers and teaching in a reform era: cultural dynamics in a programme level study of the PDE' In: F. Waldron, Smith, J., Fitzpatrick, M. and Dooley, T (eds). Re-imagining Initial Teacher Education: Perspectives on Transformation. Dublin: Liffey Press. [Details]

Peer Reviewed Journals

YearPublication
(2016)'Underwhelmed and playing it safe: newly qualified primary teachers’ mentoring and probationary-related experiences during induction'
Dan O'Sullivan, Paul F. Conway (2016) 'Underwhelmed and playing it safe: newly qualified primary teachers’ mentoring and probationary-related experiences during induction'. Irish Educational Studies, [DOI] [Details]
(2015)'Voicing Others’ Voices: Spotlighting the Researcher as Narrator, International Electronic Journal of Elementary Education (IEJEE), 2015, 8(2), 231-242'
Dan O'Sullivan (2015) 'Voicing Others’ Voices: Spotlighting the Researcher as Narrator, International Electronic Journal of Elementary Education (IEJEE), 2015, 8(2), 231-242'. :211-222 Globe icon [Details]
(2012)'Authoring oneself and being authored as a competent teacher'
Hall, K;Conway, PF;Murphy, R;Long, FC;Kitching, K;O'Sullivan, D (2012) 'Authoring oneself and being authored as a competent teacher'. Irish Educational Studies, 31 :103-117 [DOI] [Details]

Other Journals

YearPublication
(2014)'From Remedial To Learning Support: 50 Years A-Growing'
Denis Burns and Dan O'Sullivan (2014) 'From Remedial To Learning Support: 50 Years A-Growing' Learn (Journal of The Irish Learning Support Association), 36 . [Details]

Published Reports

YearPublication
(2011)Learning to Teach (LETS): Developing curricular and cross curricular competences in becoming a 'good' secondary teacher. [Executive Summary].
Conway, P.F, Murphy, R., Delargey, M., Hall, K., Kitching, K., Long, F., McKeon, J., Murphy, B., O'Brien, S., O'Sullivan, D. (2011) Learning to Teach (LETS): Developing curricular and cross curricular competences in becoming a 'good' secondary teacher. [Executive Summary]. School of Education, University College Cork, Cork. [Details]
(2010)Learning to Teach (LETS): Developing curricular and cross curricular competences in becoming a 'good' secondary teacher.
Conway, PF; Murphy, R; Delargey, M; Hall, K; Kitching, K; Long, F; Mc Keon, J; Murphy, B; O'Brien, S; O'Sullivan, D; (2010) Learning to Teach (LETS): Developing curricular and cross curricular competences in becoming a 'good' secondary teacher. School of Education/DES, School of Education, UCC. Globe icon [Details]
(2010)Learning To Teach Study (LETS): Developing Curricular And Cross-curricular Competences In Becoming A 'Good' Secondary Teacher.
Conway, Paul; Murphy, Rosaleen; Delargy, Michael; Hall, Kathy; Kitching, Karl, Long, Fiachra; McKeon, Jacinta; Murphy, Brian; O'Brien, Stephen; O'Sullivan, Dan; (2010) Learning To Teach Study (LETS): Developing Curricular And Cross-curricular Competences In Becoming A 'Good' Secondary Teacher. Department of Education and Skills, Dublin. [Details]
(2010)NCSE Inclusive Schools Framework Pilot: An Evaluation Study.
Conway, P. F., Amberson, J. & O'Sullivan, D.; (2010) NCSE Inclusive Schools Framework Pilot: An Evaluation Study. National Council for Special Education (NCSE), Trim. [Details]

Thesis/Dissertation

YearPublication
(2014)Beginning primary teachers’ perspectives on becoming a teacher in the workplace: Contextual, emotional, and temporo-spatial dimensions of identity shaping.
Daniel J. O'Sullivan (2014) Beginning primary teachers’ perspectives on becoming a teacher in the workplace: Contextual, emotional, and temporo-spatial dimensions of identity shaping. Thesis/Dissertation Globe icon [Details]

DVD

YearPublication
(2011)Inclusion: From Evidence to Practice.
Kathy Hall, Alicia Curtin, Karl Kitching, Tracey Connolly, Caitriona Ni Laoire, Denis Burns. Dan O Sullivan (2011) Inclusion: From Evidence to Practice. DVD [Details]

Honours and Awards

 YearTitleAwarding Body
2017CACSSS Research Support Fund Award College of Arts, Celtic Studies and Social Sciences (CACSSS)
2016CACSSS Research Support Fund Award College of Arts, Celtic Studies and Social Sciences (CACSSS)
2015CACSSS Research Support Fund Award College of Arts, Celtic Studies and Social Sciences (CACSSS)
2014CACSSS Research Support Fund Award College of Arts, Celtic Studies and Social Sciences (CACSSS)
2013CACSSS Research Support Fund Award College of Arts, Celtic Studies and Social Sciences (CACSSS)
2012CACSSS Research Support Fund Award College of Arts, Celtic Studies and Social Sciences (CACSSS)
2012Dr. Mary L. Thornton Scholarship in Education National University of Ireland

Professional Associations

 AssociationFunctionFrom / To
Educational Studies Association of Ireland (ESAI) Member/
American Educational Research Association (AERA) Member/
British Educational Research Association (BERA) Member/
Literacy Association of Ireland (LAI) Member/
Irish Learning Support Association (ILSA) Member/
Irish Association of Teachers in Special Education (IATSE) Member/

Conference Contributions

YearPublication
(2017)American Educational Research Association (AERA) Annual Conference 2017,
Dan O'Sullivan (2017) Novice Teachers, Positional Identity Shaping and the Figured Worlds of Elementary Schooling. [Oral Presentation], American Educational Research Association (AERA) Annual Conference 2017, San Antonio, Texas , 27-APR-17 - 01-MAY-17. [Details]
(2017)American Educational Research Association (AERA) Annual Conference 2017,
Dan O'Sullivan (2017) Workplace-based Relational Dynamics and Beginning Elementary Teachers’ Emotions. [Oral Presentation], American Educational Research Association (AERA) Annual Conference 2017, San Antonio, Texas , 27-APR-17 - 01-MAY-17. [Details]
(2017)Educational Studies Association of Ireland (ESAI) Annual Conference 2017,
Dan O'Sullivan (2017) Very casual, just a chat: Newly qualified primary teachers' perspectives on their mentoring experiences during induction. [Oral Presentation], Educational Studies Association of Ireland (ESAI) Annual Conference 2017, University College Cork , 22-APR-17 - 22-APR-17. [Details]
(2017)Educational Studies Association of Ireland (ESAI) Annual Conference 2017,
Kevin Cahill, Dan O'Sullivan, Kathy Hall, Alicia Curtin, School of Education, UCC (2017) Learning at the Limits: Teacher Perspectives on Learning and Identity in Post-primary Alternative Educational Settings. [Oral Presentation], Educational Studies Association of Ireland (ESAI) Annual Conference 2017, University College Cork , 21-APR-17 - 21-APR-17. [Details]
(2016)Cork Geography Teachers - Professional Seminar 2016,
Dan O'Sullivan (2016) Fostering Inclusive Values in the Geography Classroom. [Invited Oral Presentation], Cork Geography Teachers - Professional Seminar 2016, Hayfield Manor Hotel , 12-NOV-16 - 12-NOV-16. [Details]
(2016)Literacy Association of Ireland Annual Conference 2016,
Kevin Cahill, Alicia Curtin, Kathy Hall, Dan O'Sullivan, School of Education, UCC (2016) Adolescent Literacy, Identity and School (ALIAS): Investigating boundary spaces in literacy and learning. [Oral Presentation], Literacy Association of Ireland Annual Conference 2016, Marino Institute of Education, Dublin , 30-SEP-16 - 30-SEP-16. [Details]
(2016)British Educational Research Association (BERA) Annual Conference 2016,
Dan O'Sullivan, Paul F. Conway (2016) Negotiating the Vicissitudes of School Culture: Beginning Teachers, Positional Identity and the Figured Worlds of Schooling. [Oral Presentation], British Educational Research Association (BERA) Annual Conference 2016, University of Leeds , 15-SEP-16 - 15-SEP-16. [Details]
(2016)British Educational Research Association (BERA) Annual Conference 2016,
Dan O'Sullivan (2016) Voicing Research Participants’ Voices: Researcher Identity, Interpretive Authority, and Authorial Stance. [Oral Presentation], British Educational Research Association (BERA) Annual Conference 2016, University of Leeds , 13-SEP-16 - 13-SEP-16. [Details]
(2016)Visiting Summer School, University Of Louisville, Kentucky, USA,
O'Sullivan, Dan (2016) Provision for pupils with Special Educational Needs (SEN) in the Republic of Ireland 1990-2016. [Invited Oral Presentation], Visiting Summer School, University Of Louisville, Kentucky, USA, University College Cork , 23-MAY-16 - 23-MAY-16. [Details]
(2016)Educational Studies Association of Ireland (ESAI) Annual Conference 2016,
Dan O'Sullivan (2016) Workplace-based Relational Dynamics and Newly-Qualified Teachers’ Emotions. Accounting for the influence of a range of workplace-based relational dynamics on the emotionality characteristic of beginning teaching. [Oral Presentation], Educational Studies Association of Ireland (ESAI) Annual Conference 2016, Galway NUIG , 31-MAR-16 - 02-APR-16. [Details]
(2016)Educational Studies Association of Ireland (ESAI) Annual Conference 2016,
Dan O'Sullivan with Kevin Calill, Alicia Curtin and Kathy Hall, School of Education, UCC (2016) Adolescent Literacy, Identity and School (ALIAS): Creating 'third space' curriculum opportunities. [Oral Presentation], Educational Studies Association of Ireland (ESAI) Annual Conference 2016, Galway NUIG , 31-MAR-16 - 02-APR-16. [Details]
(2015)Symposium UCC: Proposed New Model: Delivery for Students with Special Educational Needs: a better and more equitable way,
Mr Denis Burns (UCC), Professor Kathy Hall (UCC), Ms Mary Byrne (NCSE), Dr Dan O'Sullivan (UCC). (2015) In 2014 the National Council for Special Education (NCSE) proposed a new model of resource allocation and deployment for students with Special Educational Needs in schools - ‘Delivery for Students with Special Educational Needs - a better and more equitable way’ (NCSE 2014). On Saturday, November 7th 2015 the School of Education, UCC, hosted a Symposium on the NCSE proposals. Mary Byrne, Head of Special Education, NCSE, addressed the Symposium and partook in a Q&A session. [Conference Organising Committee Member], Symposium UCC: Proposed New Model: Delivery for Students with Special Educational Needs: a better and more equitable way, University College Cork (Boole 4 Lecture Theatre) , 07-NOV-15 - 07-NOV-15. [Details]
(2015)UK Literacy Association (UKLA) 51st Annual Conference [ Re-assessing Literacy: Talking, Reading and Writing in the 21st Century ],
Cahill, Kevin, O'Sullivan, Dan, Curtin, Alicia and Hall, Kathy, School of Education, UCC (2015) Literacy curriculum design and cultural bridging. [Oral Presentation], UK Literacy Association (UKLA) 51st Annual Conference [ Re-assessing Literacy: Talking, Reading and Writing in the 21st Century ], University of Nottingham (National College for Teaching and Leadership) , 10-JUL-15 - 12-JUL-15. [Details]
(2015)Visiting Summer School, University Of Louisville, Kentucky, USA,
O'Sullivan, Dan (2015) History of Provision for pupils with Special Educational Needs (SEN) in the Republic of Ireland. [Invited Oral Presentation], Visiting Summer School, University Of Louisville, Kentucky, USA, University College Cork , 02-JUN-15 - 02-JUN-15. [Details]
(2015)American Educational Research Association (AERA) Annual Conference 2015,
Dan O'Sullivan (2015) Voicing Others’ Voices: Researcher Identities and Authorial Stances. [Oral Presentation], American Educational Research Association (AERA) Annual Conference 2015, Chicago, Illinois, USA , 16-APR-15 - 20-APR-15. [Details]
(2015)Educational Studies Association of Ireland (ESAI) Annual Conference 2015,
Dan O'Sullivan (2015) Positional Identity Shaping of Beginning Teachers: A 'Figured Worlds' Perspective. [Oral Presentation], Educational Studies Association of Ireland (ESAI) Annual Conference 2015, National University of Ireland Maynooth , 11-APR-15 - 11-APR-15. [Details]
(2014)British Educational Research Association (BERA) Annual Conference 2014,
Dan O'Sullivan and Paul F. Conway (2014) Beginning teacher identity shaping: Temporo-spatial dimension. [Oral Presentation], British Educational Research Association (BERA) Annual Conference 2014, Institute of Education, University of London , 23-SEP-14 - 25-SEP-14. [Details]
(2014)International Research Methods Summer School (IRMSS) 2014,
Dan O'Sullivan (2014) Spotlighting the Researcher as Narrator: Voice, Representation and Interpretive Authority. [Invited Oral Presentation], International Research Methods Summer School (IRMSS) 2014, MIC Research and Graduate School, Mary Immaculate College, University of Limerick , 06-JUN-14 - 08-JUN-14. [Details]
(2014)Educational Studies Association of Ireland (ESAI) Annual Conference 2014,
Dan O'Sullivan (2014) Figuring it out as a beginning teacher: Figurative identities amid the figured worlds of Irish primary schooling. [Oral Presentation], Educational Studies Association of Ireland (ESAI) Annual Conference 2014, Athlone , 10-APR-14 - 12-APR-14. [Details]
(2013)The Inclusion Agenda: How are we doing?,
Dan O'Sullivan (2013) 20 years on from the Special Education Review Committee (SERC) Report - How are we doing?. [Conference Organising Committee Member], The Inclusion Agenda: How are we doing?, University College Cork , 02-MAR-13 - 02-MAR-13. [Details]
(2012)American Educational Research Association (AERA) Annual Conference 2012,
Dan O’Sullivan and Paul F. Conway (2012) Gleaning the perspectives of beginning teachers on learning to teach: Harnessing the generativity of two distinct data sources. [Oral Presentation], American Educational Research Association (AERA) Annual Conference 2012, Vancouver, Canada , 13-APR-12 - 17-APR-12. [Details]
(2012)Educational Studies Association of Ireland (ESAI) Annual Conference 2012,
Dan O’Sullivan and Paul F. Conway (2012) Gleaning the perspectives of beginning teachers on learning to teach. [Oral Presentation], Educational Studies Association of Ireland (ESAI) Annual Conference 2012, UCC/River Lee Hotel, Cork , 29-MAR-12 - 31-MAR-12. [Details]
(2011)British Educational Research Association (BERA) Annual Conference 2011,
O’Sullivan, D and Conway, P.F. (2011) Beginning primary teacher perspective on learning to teach. [Oral Presentation], British Educational Research Association (BERA) Annual Conference 2011, Institute of Education, University of London , 06-SEP-11 - 08-SEP-11. [Details]
(2011)Educational Studies Association of Ireland (ESAI) Annual Conference 2011,
Dan O’Sullivan and Paul F. Conway. (2011) Negotiating the complexities of school life: beginning primary teacher perspective on learning to teach. [Oral Presentation], Educational Studies Association of Ireland (ESAI) Annual Conference 2011, Church of Ireland College of Education, Rathmimes, Dublin , 14-APR-11 - 16-APR-11. [Details]

Committees

 CommitteeFunctionFrom / To
Master of Education (M.Ed.) Committee Committee Member2016 / 2018

Employment

 EmployerPositionFrom / To
School of Education, University College Cork College Lecturer01-SEP-07 /
Scoil Niocláis, Frankfield, Cork Assistant Principal19-NOV-01 / 31-AUG-07
St. Mary's on the Hill N.S., Knocknaheeny, Cork Primary Teacher / Assistant Principal01-SEP-82 / 18-NOV-01
St. Josephs B.N.S., Cobh, Co. Cork Primary Teacher01-JUL-77 / 31-AUG-82

Education

 YearInstitutionQualificationSubject
2014University College Cork PHDBeginning Teaching
2006University of Limerick M.A.Digital Media Development in Education
2000University College Cork HDipCompensatory and Remedial Education
1981University College Cork HDipEducation
1980University College Cork B.A.Geography, Gaeilge (1980) History (1986)
1977St. Patrick's College of Education BACHELOR OF EDUCATOINEducation; Gaeilge

Languages

 LanguageReadingWritingSpeaking
Gaeilge FluentFluentFluent

Consultancy

 ClientDescription
Nil

Outreach Activities

 Description

Member of Board of Management, Scoil Phádraig Naofa, Rochestown, Co. Cork

Journal Activities

 JournalRoleTo / From
An Leanbh Óg: Journal Of Omep Ireland Referee-
Irish Educational Studies Referee-

Other Activities

 Description

External Examiner - Mary Immaculate College, University of Limerick

1) Master of Arts in Education Dissertation  
Candidate: Céire Devey 
Dissertation Title: A Mixed Methods Investigation of Effective Online Comprehension Strategy Instruction within the Irish Primary School Context 
July 2016

2) Doctoral Dissertation
Dissertation Title: Male Primary Teachers’ Understandings of Masculinities and their Impact on their Lives
Candidate: Suzanne O'Keeffe
August 2016

Teaching Interests

Teaching Interests:

1) Fostering inclusive cultures/vision at a whole-school level
2) Contextualising inclusive education
3) Fostering inclusive classroom practices: team teaching, differentiation, peer tutoring, co-operative learning
3) Dilemmatic nature of inclusion
4) Stakeholder perspectives vis-a-vis inclusion; parents, pupils, teachers, DES, NCSE, NCCA ...........
5) Sensory impairment: hearing, vision
6) Literacy: Oral language, phonological awareness, reading fluency, writing, comprehension
7) Dyslexia
8) Autistic spectrum disorders
9) Parental - education systems linkages
10) Information technology
11) Research methodologies  
12) Initial Teacher Education (ITE) / Induction / Continuing Professional Development (CPD) 
13) School leadership 
14) Assessment 


Supervision of Doctoral Students

I currently co-supervise three PhD candidates who are undertaking doctoral studies at the School of Education, University College Cork.

1) Student Name: Ona McGrath

Working Title of Doctoral Thesis: Inclusion of students with Special Educational Needs and disabilities in post-primary physical education: a sociocultural interpretation of teachers’ voices

Co-supervisors: Dr Dan O’Sullivan and Dr Susan Crawford, School of Education, University College Cork.


2) 
 Student Name: Nogugu Mafu

Working Title of Doctoral Thesis: An action research case study of parent-directed family support processes and practices to improve children’s educational outcomes

Co-supervisors: Dr Dan O’Sullivan and Dr Mary Horgan, School of Education, University College Cork


3) 
 Student Name: Patricia Fitzpatrick    

Working Title of Doctoral Thesis: An investigation into the recruitment, training and support provided for the school placement tutors on a university Initial Teacher Education programme in the Republic of Ireland

Co-supervisors: Dr Dan O’Sullivan and Dr Tracey Connolly, School of Education, University College Cork

  

Recent Postgraduates

 Graduation YearStudent NameInstitutionDegree TypeThesis Title
2017Daniel O'Connell University College CorkUtilising Supports and Resources to Foster Inclusive Education - A Case Study of One School
2016Helen O'Hanlon NUI (UCC)M.Ed.An investigation of teachers' and special needs assistants' response to including a first year student who is blind in a mainstream mixed post-primary school
2016Ross Connolly NUI (UCC)M.Ed.A small scale investigation of the process of inducting four newly qualified teachers in a post-primary school
2015Mary Lowery NUI (UCC)M.Ed.Post primary teachers’ perspectives on continuing professional development: Implications for policy and practice
2015Noreen Elizabeth Cotter NUI (UCC)M.Ed.Exploring teachers’ perspectives on the integration and usage of ICT in their current practice: A case study of one post-primary school in Co. Limerick
2014Richel Long NUI (UCC)M.Ed.The effects of leadership styles on the cultivation and sustainability of trust between principal and teachers in Irish post primary schools.
2014Clíona Fitzmaurice NUI (UCC)M.Ed.'It is always about the teaching, never the teacher'. A multiple-case study of early career teachers' perspectives of their Initial Teacher Education.
2012Deirdre O'Connor NUI (UCC)M.Ed.Fostering Co-operative Teaching in a Post-Primary School
2012Emer O'Shea University College CorkM.Ed.A study of the perspectives of beginnning primary teachers on their experiences
2010Bairbre Doyle University College CorkM.Ed.Evaluating the impact of implementing a play intervention programme in an ASD-specific educational setting
2010Eithne O'Mahony University College CorkM.Ed.A critical investigation of the changing role of Special Needs Assistants in the Irish Primary School
2009Gwen O'Connor University College CorkM.Ed.Interactive Whiteboards: Are they worth the spend?
2008Brigid Flynn University College CorkM.Ed.Inclusive practices in a primary school setting
2008Louise Leahy University College CorkM.Ed.The development of early writing: A case study investigation of Junior and Senior Infant classes in a County Cork primary school

Current Postgraduate Students

 StudentDegree Type
Mc Grath Una Patricia Doctoral Degree
Mafu Nogugu Doctoral Degree
Fitzpatrick Patricia Mary Doctoral Degree

Modules Taught

 Term (ID))TitleLinkSubject
2018Inclusion - Special Educational Needs and Multicultural Education ED6306Inclusion - Special Educational Needs and Multicultural Education
2018Intersections of Identity and Practice in Inclusive and Special Education ED6059Intersections of Identity and Practice in Inclusive and Special Education
2018Contemporary Issues in Special Educational Needs ED6205Contemporary Issues in Special Educational Needs
2018Supporting Pupils with Additional Learning Needs ED6204Supporting Pupils with Additional Learning Needs
2018Developing Inclusive Practice and Provision ED6206Developing Inclusive Practice and Provision
2018Conceptual Foundations in Inclusive Education ED4107Conceptual Foundations in Inclusive Education
2018Assessment for and of Individual Pupil Learning and Attainment ED6202Assessment for and of Individual Pupil Learning and Attainment
2018Special Educational Needs - School Organisation and Practice ED6201Special Educational Needs - School Organisation and Practice
2018Curriculum Provision and Teaching Methodologies for Pupils with Special Educational Needs ED6203Curriculum Provision and Teaching Methodologies for Pupils with Special Educational Needs

Internal Collaborators

 NameInstituteCountry
Dr Kevin Cahill University College CorkIRELAND
Professor Kathy Hall University College CorkIRELAND
Dr Alicia Curtin University College CorkIRELAND