Léan McMahon
Biographic Data
| ID | 6097393 |
|---|---|
| NAME | Léan McMahon |
| GIVEN NAMES | Léan |
| FAMILY NAME | McMahon |
| SIGNATURE | MCMAHON L |
| AFFILIATIONS | Health Services Executive, Dublin, Ireland |
| ORCID | 0000-0001-7694-2406 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Co‐Designing an Engagement Strategy to Include the Voices of a Minority Group in Assessing the Quality of Maternity and Neonatal Care
INTRODUCTION: This study outlines the co-design approach taken to engagement with women from the Roma community to capture their experience of maternity and neonatal care in Ireland. The findings of this study will be used to assess the relevance and completeness of measures of quality and safety of maternity care in capturing these experiences. METHODS: An engagement strategy was co-designed with Cairde, a community health development organisati…
Understanding a Minority Group's (Roma) Experiences of Access and Quality in Maternity Services
BACKGROUND: Maternal health is a fundamental human right, ensuring that all women have access to non-discriminatory, equitable and high-quality maternal and reproductive healthcare. Minority groups and migrant populations face significant challenges in accessing maternity services. The Roma are Europe's largest and most marginalised ethnic group. Ireland has a sizable population of Roma migrants, and there is limited information on their experien…
Do the teacher and school factors of the dynamic model affect high- and low-achieving student groups to the same extent? a cross-country study
Background. The dynamic model of educational effectiveness (DMEE) is a comprehensive theoretical framework including factors that are important for school learning, based on consistent findings within educational effectiveness research. Purpose. This study investigates the impact of teacher and school factors of DMEE on mathematics and science achievement, and identifies factors with equalising qualities in terms of helping low-achieving student …
I Did Not Miss Any, Only When I Had a Valid Reason”: Accounting for Absences from Sociology Classes
In this study we explore how absence from sociology classes is understood by undergraduate students at University College Dublin. The authors use Scott and Lyman’s (1968) concept of accounts to explore absence sociologically. Drawing on data generated via focus groups, an open-ended questionnaire, and an online survey with students, we outline the different excuses and justifications for missing classes used by students and present their understa…
Young People and Social Capital: Transition from Primary Schools to Lower Secondary Level in Ireland
Acquisition and enhancement of social capital is a continuous process of negotiation and interaction between self and social context. While the concept of social capital has been dealt with extensively in international research, relatively few studies have explored social capital among young people, particularly in the school context. This paper considers access of first-year students (age twelve to thirteen years) to school-based social capital …
Do the teacher and school factors of the dynamic model affect high- and low-achieving student groups to the same extent? a cross-country study
Background. The dynamic model of educational effectiveness (DMEE) is a comprehensive theoretical framework including factors that are important for school learning, based on consistent findings within educational effectiveness research. Purpose. This study investigates the impact of teacher and school factors of DMEE on mathematics and science achievement, and identifies factors with equalising qualities in terms of helping low-achieving student …
I Did Not Miss Any, Only When I Had a Valid Reason”: Accounting for Absences from Sociology Classes
In this study we explore how absence from sociology classes is understood by undergraduate students at University College Dublin. The authors use Scott and Lyman’s (1968) concept of accounts to explore absence sociologically. Drawing on data generated via focus groups, an open-ended questionnaire, and an online survey with students, we outline the different excuses and justifications for missing classes used by students and present their understa…
Young People and Social Capital: Transition from Primary Schools to Lower Secondary Level in Ireland
Acquisition and enhancement of social capital is a continuous process of negotiation and interaction between self and social context. While the concept of social capital has been dealt with extensively in international research, relatively few studies have explored social capital among young people, particularly in the school context. This paper considers access of first-year students (age twelve to thirteen years) to school-based social capital …
I Did Not Miss Any, Only When I Had a Valid Reason”: Accounting for Absences from Sociology Classes
In this study we explore how absence from sociology classes is understood by undergraduate students at University College Dublin. The authors use Scott and Lyman’s (1968) concept of accounts to explore absence sociologically. Drawing on data generated via focus groups, an open-ended questionnaire, and an online survey with students, we outline the different excuses and justifications for missing classes used by students and present their understa…
Do the teacher and school factors of the dynamic model affect high- and low-achieving student groups to the same extent? a cross-country study
Background. The dynamic model of educational effectiveness (DMEE) is a comprehensive theoretical framework including factors that are important for school learning, based on consistent findings within educational effectiveness research. Purpose. This study investigates the impact of teacher and school factors of DMEE on mathematics and science achievement, and identifies factors with equalising qualities in terms of helping low-achieving student …
Co‐Designing an Engagement Strategy to Include the Voices of a Minority Group in Assessing the Quality of Maternity and Neonatal Care
INTRODUCTION: This study outlines the co-design approach taken to engagement with women from the Roma community to capture their experience of maternity and neonatal care in Ireland. The findings of this study will be used to assess the relevance and completeness of measures of quality and safety of maternity care in capturing these experiences. METHODS: An engagement strategy was co-designed with Cairde, a community health development organisati…
Understanding a Minority Group's (Roma) Experiences of Access and Quality in Maternity Services
BACKGROUND: Maternal health is a fundamental human right, ensuring that all women have access to non-discriminatory, equitable and high-quality maternal and reproductive healthcare. Minority groups and migrant populations face significant challenges in accessing maternity services. The Roma are Europe's largest and most marginalised ethnic group. Ireland has a sizable population of Roma migrants, and there is limited information on their experien…
Psychology (4 works) · Medicine (3 works) · Computer Science (2 works) · Geography (2 works) · Mathematics education (2 works) · Medical education (2 works) · Nursing (2 works) · Parental Involvement in Education (2 works) · Political science (2 works) · Prenatal Screening and Diagnostics (2 works)