A Bray
Biographic Data
| ID | 4869 |
|---|---|
| NAME | A Bray |
| GIVEN NAMES | A |
| FAMILY NAME | Bray |
| SIGNATURE | BRAY A |
| AFFILIATIONS | Trinity College Dublin |
| ORCID | 0000-0003-2896-3020 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Supporting access and equity to mathematics in low-SES contexts
Disparities in achievement and equity associated with socio-economic status (SES) are particularly pronounced in mathematics. Research highlights that students from low-SES backgrounds often experience less effective instruction and lower teacher expectations. Factors such as ability grouping and school environment significantly impact attitudes and performance in mathematics, with low-SES students tending to experience higher anxiety and lower s…
Overcoming barriers to teaching 21C skills
The global twenty-first century (21C) skills agenda has become a common feature in the educational policy of many countries. However, teachers can face operational, definitional and systemic barriers to the integration of 21C skills in practice. The operational barriers include insufficient teacher capacity, which in turn is influenced by insufficient teaching materials and ultimately teacher beliefs. This paper explores how we can address these …
Measuring success
This paper investigates the impact of a widening participation outreach intervention on the future goals and aspirations of Irish second-level students attending schools in areas experiencing educational disadvantage. The paper uses data gathered in 2019 and 2022, from an Irish, large-scale, longitudinal study (N = 3697) of widening participation with second-level schools (N = 19) located within areas where progression to higher education is low.…
Plans, Progression and Post-Compulsory Education
It is widely recognised that addressing inequality in tertiary education is a complex and multifaceted issue. Studies involving students from lower socio-economic backgrounds consistently show that educational disparities exist at the post-secondary education level, with these students’ encountering obstacles in both accessing and completing tertiary education compared to their wealthier counterparts. Understanding how widening participation inte…
Large-scale, design-based research facilitating iterative change in Irish schools – the Trinity Access approach
Trinity Access (TA) is a post-primary initiative, in the authors’ university, that offers programmes for students, teachers and schools in areas of socio-economic disadvantage. The aims of the programme include helping students develop the knowledge, networks and skills needed to make informed decisions about future educational opportunities, and supporting teachers and schools to foster collaborative and reflective learning environments, which h…
What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level
In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its im…
Connection before content
The impact of the Covid-19 school closures on children and young people has been significant, with research suggesting that it has disproportionately negatively affected students from areas of socio-economic disadvantage. With the move to remote schooling, the focus on ensuring classes continued to 'cover the curriculum' left little space for considering how students were engaging with learning, or the factors that influenced their engagement. Th…
Validation of the French ADNM-20 in the assessment of emotional difficulties resulting from Covid-19 quarantine and outbreak
Adjustment disorder is a relevant concept to understand psychological manifestations caused by quarantine and outbreak. The French ANDM has good psychometric properties to evaluate such manifestations. The association between coping strategies and AD symptoms suggest that CBT may be the best intervention to help people suffering from AD
Not woman enough
This article examines the limitations associated with Irigaray’s concept of a culture of difference. I suggest that her concept of sexual difference depends upon a conservative fiction of sameness. I argue that a fiction of phallic sameness underpins her evangelical championing of difference, and that such a fiction retains a conservative blindness to the complexities of contemporary social relations and erases the positive effects oppositional d…
To be a man in early modern society
Journal Article To be a man in early modern society: the curious case of Michael Wigglesworth Get access A Bray A Bray Search for other works by this author on: Oxford Academic Google Scholar History Workshop Journal, Volume 41, Issue 1, SPRING 1996, Pages 155–165, https://doi.org/10.1093/hwj/1996.41.155 Published: 01 January 1996
To be a man in early modern society
Journal Article To be a man in early modern society: the curious case of Michael Wigglesworth Get access A Bray A Bray Search for other works by this author on: Oxford Academic Google Scholar History Workshop Journal, Volume 41, Issue 1, SPRING 1996, Pages 155–165, https://doi.org/10.1093/hwj/1996.41.155 Published: 01 January 1996
To be a man in early modern society
Journal Article To be a man in early modern society: the curious case of Michael Wigglesworth Get access A Bray A Bray Search for other works by this author on: Oxford Academic Google Scholar History Workshop Journal, Volume 41, Issue 1, SPRING 1996, Pages 155–165, https://doi.org/10.1093/hwj/1996.41.155 Published: 01 January 1996
Not woman enough
This article examines the limitations associated with Irigaray’s concept of a culture of difference. I suggest that her concept of sexual difference depends upon a conservative fiction of sameness. I argue that a fiction of phallic sameness underpins her evangelical championing of difference, and that such a fiction retains a conservative blindness to the complexities of contemporary social relations and erases the positive effects oppositional d…
Connection before content
The impact of the Covid-19 school closures on children and young people has been significant, with research suggesting that it has disproportionately negatively affected students from areas of socio-economic disadvantage. With the move to remote schooling, the focus on ensuring classes continued to 'cover the curriculum' left little space for considering how students were engaging with learning, or the factors that influenced their engagement. Th…
Validation of the French ADNM-20 in the assessment of emotional difficulties resulting from Covid-19 quarantine and outbreak
Adjustment disorder is a relevant concept to understand psychological manifestations caused by quarantine and outbreak. The French ANDM has good psychometric properties to evaluate such manifestations. The association between coping strategies and AD symptoms suggest that CBT may be the best intervention to help people suffering from AD
Large-scale, design-based research facilitating iterative change in Irish schools – the Trinity Access approach
Trinity Access (TA) is a post-primary initiative, in the authors’ university, that offers programmes for students, teachers and schools in areas of socio-economic disadvantage. The aims of the programme include helping students develop the knowledge, networks and skills needed to make informed decisions about future educational opportunities, and supporting teachers and schools to foster collaborative and reflective learning environments, which h…
What next for Universal Design for Learning? A systematic literature review of technology in UDL implementations at second level
In the last two decades, there has been a global movement towards pedagogies that create more inclusive school environments in order to meet the needs of diverse learners. One such approach is Universal Design for Learning (UDL), which foregrounds the design of flexible and accessible learning experiences for all, regardless of learner characteristics. Technology is a key enabler in this. To date, much of the research on UDL has focused on its im…
Overcoming barriers to teaching 21C skills
The global twenty-first century (21C) skills agenda has become a common feature in the educational policy of many countries. However, teachers can face operational, definitional and systemic barriers to the integration of 21C skills in practice. The operational barriers include insufficient teacher capacity, which in turn is influenced by insufficient teaching materials and ultimately teacher beliefs. This paper explores how we can address these …
Measuring success
This paper investigates the impact of a widening participation outreach intervention on the future goals and aspirations of Irish second-level students attending schools in areas experiencing educational disadvantage. The paper uses data gathered in 2019 and 2022, from an Irish, large-scale, longitudinal study (N = 3697) of widening participation with second-level schools (N = 19) located within areas where progression to higher education is low.…
Plans, Progression and Post-Compulsory Education
It is widely recognised that addressing inequality in tertiary education is a complex and multifaceted issue. Studies involving students from lower socio-economic backgrounds consistently show that educational disparities exist at the post-secondary education level, with these students’ encountering obstacles in both accessing and completing tertiary education compared to their wealthier counterparts. Understanding how widening participation inte…
Supporting access and equity to mathematics in low-SES contexts
Disparities in achievement and equity associated with socio-economic status (SES) are particularly pronounced in mathematics. Research highlights that students from low-SES backgrounds often experience less effective instruction and lower teacher expectations. Factors such as ability grouping and school environment significantly impact attitudes and performance in mathematics, with low-SES students tending to experience higher anxiety and lower s…
Psychology (8 works) · Pedagogy (6 works) · Sociology (6 works) · Mathematics education (5 works) · Political science (5 works) · Medicine (4 works) · Education Systems and Policy (3 works) · Educational and Psychological Assessments (3 works) · Collaborative Teaching and Inclusion (2 works) · Computer Science (2 works)