Thomas Delahunty
Biographic Data
| ID | 4605844 |
|---|---|
| NAME | Thomas Delahunty |
| GIVEN NAMES | Thomas |
| FAMILY NAME | Delahunty |
| SIGNATURE | DELAHUNTY T |
| AFFILIATIONS | National University of Ireland, Maynooth |
| ORCID | 0000-0002-7365-8757 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
‘A lonely place’
Diversifying the teaching profession has been recognised as a priority in Ireland and internationally. Despite an increasingly diverse primary school population, the Irish primary teaching profession is largely homogenous in nature. This research, informed by Critical Race Theory, explored the experiences of teachers from minority ethnic backgrounds in primary education. It examines how the institutional habitus of Irish primary schools can contr…
Evaluating the impact of a digital competency-based placement model on STEM pre-service teachers’ digital competence and teaching experiences
This study examines the impact of the Digital Leader Placement Programme (DLPP), a digital competency-based placement model, on STEM secondary level pre-service teachers’ (PSTs) digital competence and teaching experiences. Grounded in the ICT-TPACK Science Framework, digital competence is explored as a multidimensional construct encompassing pedagogical, ethical, and technical dimensions. A mixed-methods evaluative case study was conducted with t…
The psychological complex in contemporary education policy
This paper brings together work in critical psychology and network governance to build a distinctive critique of how education policy mobilises the psychological complex to reinscribe deficit accounts of children and young people. While contemporary work in the critical analysis of the global educational policy assemblage has uncovered the undercurrents of scientism working to frame mainstream discourses, this paper excavates the manifestation of…
Unpacking the motivational variables which impact engagement in Lesson Study
Lesson study has received significant attention as a model of professional development among mathematics teachers. Evidence highlights its effectiveness in improving pedagogical practices and student learning, however, less is known about the predispositions which may encourage teachers’ participation in Lesson Study or the impact of participation on teachers’ attitudes. Such findings are relevant considering the voluntary context of teachers’ pa…
Investigating STEM interest, mathematics beliefs and gender stereotypes among pre-service early childhood educators
The underrepresentation of women in STEM is a pervasive issue. Despite evidence casting doubt on common-sense notions that males have superior ability in these domains, gender stereotype beliefs persist, and are highlighted as a barrier limiting female opportunities. Gender stereotype and ability beliefs emerge in early childhood and research has highlighted this as a promising period for the cultivation of positive STEM attitudes. This study inv…
Unearthing the coloniality of neoliberalised curricular discourses to promote a public orientation towards secondary science education
Considering the challenges facing curricula in science education forces a reckoning with neoliberalism and its transmogrification of education, generally. Science, which has contributed significantly to humanity, is exalted in neoliberal secular discourse and forms a key pillar of social policy governance. However, the progress and innovation attributed to scientific education, within the broader STEM agenda, must be read against the rise in soci…
The convergence of late neoliberalism and post-pandemic scientific optimism in the configuration of scientistic learnification
The forces of neoliberalism have profoundly reconfigured the landscape of educational policy and discourse, shifting focus from democratic values-based conceptions to exigencies for effective learning. The onset of the global recession of 2008, coupled with the ongoing effects of the global pandemic have resulted in the centring of crises discourses as fundamental to state strategies for educational policy. This paper adopts the theoretical conce…
‘Bearing witness to negativity’
Contemporary educational discourse is filled with references to ‘the future’ and ‘the futures of education.’ In September 2024, the United Nations (UN) will host a Summit of the Future, billed as a
Datafied dividuals and learnified potentials’
Widespread popular discourse, at the time of writing, is centring on the capabilities of AI technologies, among others, in utilising the readily available mass of data to augment claimed educational problems. These positions often elide the unobjective nature of algorithms and the socio-politically infused assemblages of data available, situated within the neoliberalist scientism dominating educational policy discourse. The simplicity with which …
Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland
Integrative science, technology, engineering and mathematics (STEM) education is heralded as a promising model for effective learning of 21st century STEM literacies and has been suggested as an approach that increases student motivation and engagement. In recent years Ireland has introduced policy with a renewed emphasis on integrated STEM education across all levels of schooling and paying particular attention to the early years and primary set…
(Re)framing a philosophical and epistemological framework for teaching and learning in STEM
Today’s learners are engaging in study where access to knowledge is easier than it ever has been in human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students are required to possess include inter alia problem solving, creat…
Exploring problem conceptualization and performance in STEM problem solving contexts
The convergence of late neoliberalism and post-pandemic scientific optimism in the configuration of scientistic learnification
The forces of neoliberalism have profoundly reconfigured the landscape of educational policy and discourse, shifting focus from democratic values-based conceptions to exigencies for effective learning. The onset of the global recession of 2008, coupled with the ongoing effects of the global pandemic have resulted in the centring of crises discourses as fundamental to state strategies for educational policy. This paper adopts the theoretical conce…
Datafied dividuals and learnified potentials’
Widespread popular discourse, at the time of writing, is centring on the capabilities of AI technologies, among others, in utilising the readily available mass of data to augment claimed educational problems. These positions often elide the unobjective nature of algorithms and the socio-politically infused assemblages of data available, situated within the neoliberalist scientism dominating educational policy discourse. The simplicity with which …
The psychological complex in contemporary education policy
This paper brings together work in critical psychology and network governance to build a distinctive critique of how education policy mobilises the psychological complex to reinscribe deficit accounts of children and young people. While contemporary work in the critical analysis of the global educational policy assemblage has uncovered the undercurrents of scientism working to frame mainstream discourses, this paper excavates the manifestation of…
Unearthing the coloniality of neoliberalised curricular discourses to promote a public orientation towards secondary science education
Considering the challenges facing curricula in science education forces a reckoning with neoliberalism and its transmogrification of education, generally. Science, which has contributed significantly to humanity, is exalted in neoliberal secular discourse and forms a key pillar of social policy governance. However, the progress and innovation attributed to scientific education, within the broader STEM agenda, must be read against the rise in soci…
(Re)framing a philosophical and epistemological framework for teaching and learning in STEM
Today’s learners are engaging in study where access to knowledge is easier than it ever has been in human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students are required to possess include inter alia problem solving, creat…
Exploring problem conceptualization and performance in STEM problem solving contexts
Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland
Integrative science, technology, engineering and mathematics (STEM) education is heralded as a promising model for effective learning of 21st century STEM literacies and has been suggested as an approach that increases student motivation and engagement. In recent years Ireland has introduced policy with a renewed emphasis on integrated STEM education across all levels of schooling and paying particular attention to the early years and primary set…
(Re)framing a philosophical and epistemological framework for teaching and learning in STEM
Today’s learners are engaging in study where access to knowledge is easier than it ever has been in human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students are required to possess include inter alia problem solving, creat…
‘Bearing witness to negativity’
Contemporary educational discourse is filled with references to ‘the future’ and ‘the futures of education.’ In September 2024, the United Nations (UN) will host a Summit of the Future, billed as a
Datafied dividuals and learnified potentials’
Widespread popular discourse, at the time of writing, is centring on the capabilities of AI technologies, among others, in utilising the readily available mass of data to augment claimed educational problems. These positions often elide the unobjective nature of algorithms and the socio-politically infused assemblages of data available, situated within the neoliberalist scientism dominating educational policy discourse. The simplicity with which …
Unpacking the motivational variables which impact engagement in Lesson Study
Lesson study has received significant attention as a model of professional development among mathematics teachers. Evidence highlights its effectiveness in improving pedagogical practices and student learning, however, less is known about the predispositions which may encourage teachers’ participation in Lesson Study or the impact of participation on teachers’ attitudes. Such findings are relevant considering the voluntary context of teachers’ pa…
Investigating STEM interest, mathematics beliefs and gender stereotypes among pre-service early childhood educators
The underrepresentation of women in STEM is a pervasive issue. Despite evidence casting doubt on common-sense notions that males have superior ability in these domains, gender stereotype beliefs persist, and are highlighted as a barrier limiting female opportunities. Gender stereotype and ability beliefs emerge in early childhood and research has highlighted this as a promising period for the cultivation of positive STEM attitudes. This study inv…
Unearthing the coloniality of neoliberalised curricular discourses to promote a public orientation towards secondary science education
Considering the challenges facing curricula in science education forces a reckoning with neoliberalism and its transmogrification of education, generally. Science, which has contributed significantly to humanity, is exalted in neoliberal secular discourse and forms a key pillar of social policy governance. However, the progress and innovation attributed to scientific education, within the broader STEM agenda, must be read against the rise in soci…
The convergence of late neoliberalism and post-pandemic scientific optimism in the configuration of scientistic learnification
The forces of neoliberalism have profoundly reconfigured the landscape of educational policy and discourse, shifting focus from democratic values-based conceptions to exigencies for effective learning. The onset of the global recession of 2008, coupled with the ongoing effects of the global pandemic have resulted in the centring of crises discourses as fundamental to state strategies for educational policy. This paper adopts the theoretical conce…
‘A lonely place’
Diversifying the teaching profession has been recognised as a priority in Ireland and internationally. Despite an increasingly diverse primary school population, the Irish primary teaching profession is largely homogenous in nature. This research, informed by Critical Race Theory, explored the experiences of teachers from minority ethnic backgrounds in primary education. It examines how the institutional habitus of Irish primary schools can contr…
Evaluating the impact of a digital competency-based placement model on STEM pre-service teachers’ digital competence and teaching experiences
This study examines the impact of the Digital Leader Placement Programme (DLPP), a digital competency-based placement model, on STEM secondary level pre-service teachers’ (PSTs) digital competence and teaching experiences. Grounded in the ICT-TPACK Science Framework, digital competence is explored as a multidimensional construct encompassing pedagogical, ethical, and technical dimensions. A mixed-methods evaluative case study was conducted with t…
The psychological complex in contemporary education policy
This paper brings together work in critical psychology and network governance to build a distinctive critique of how education policy mobilises the psychological complex to reinscribe deficit accounts of children and young people. While contemporary work in the critical analysis of the global educational policy assemblage has uncovered the undercurrents of scientism working to frame mainstream discourses, this paper excavates the manifestation of…
Psychology (8 works) · Mathematics education (6 works) · Pedagogy (6 works) · Sociology (6 works) · Global Educational Policies and Reforms (5 works) · Epistemology (3 works) · Political science (3 works) · Teacher Education and Leadership Studies (3 works) · Artificial Intelligence (2 works) · Computer Science (2 works)