Gerry Shiel
Biographic Data
| ID | 6209570 |
|---|---|
| NAME | Gerry Shiel |
| GIVEN NAMES | Gerry |
| FAMILY NAME | Shiel |
| SIGNATURE | SHIEL G |
| AFFILIATIONS | Educational Research Centre, Dublin, Ireland |
| ORCID | 0000-0001-6491-9532 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
When teachers miss the signs
This study explores whether specific teacher or school factors predict teacher alignment with children's self-reported anxiety. Stratified random sampling was used to select 15 primary schools in the Dublin region. Data were collected from 58 teachers using a binary-response questionnaire and compared to self-reported anxiety scores from children ( n = 912) on the Revised Children's Manifest Anxiety Scale (RCMAS-2), which served as the reference …
Barriers and Enablers
Mental health problems in school‐age children continue to be a major concern internationally. The school setting has increasingly been viewed as having a potential role in supporting the assessment of children's mental health, yet there is a paucity of studies which examine teachers' perceptions of this. There is significant debate regarding whether teachers should be responsible for identifying early signs of mental health difficulties in childr…
The Early Development of Writing Among Multilingual Learners
High Achievement in Mathematics and Science among Students in Ireland
National policy initiatives in Ireland, such as Project Maths and the Science, Technology, Engineering, and Mathematics (STEM) Education Policy Statement have sought to increase the engagement and performance of students in mathematics and science. The current study investigated the performance of students in Ireland in these areas and in reading in international large-scale assessments (Programme for International Student Assessment [PISA], Tren…
Teachers' perceptions of the barriers to assessment of mental health in schools with implications for educational policy
Reading, Gender, and Engagement
The authors, members of the PISA/PIRLS Task Force, provide a summary of major gender differences in performance found overall on PISA 2009, along with relevant trends since 2000. The five countries represented by the authors are highlighted in this summary, which includes findings related to the interaction of engagement and reading literacy achievement by gender. These data are foregrounded from PISA because they add further evidence of a seriou…
Uma visão do Núcleo de Estudos em Saúde Coletiva
Breve balanço dos vinte anos de existência do Núcleo de Estudos em Saúde Coletiva, da Universidade Federal do Rio Grande do Norte (Nesc/UFRN), comemorados em 2008. Reúne e correlaciona elementos colhidos na literatura e em arquivos, vestígios funcionais e simbólicos e a vivência da autora, partícipe dessa trajetória. Constata que o Nesc, criado no contexto do movimento sanitário, firmou-se como referência no cenário da saúde coletiva no Rio Grand…
Engagement in Reading
The Program for International Student Assessment (PISA) is a global effort to assess reading literacy. The authors of this article focus on the variable of engagement—the student characteristic on PISA that had the largest correlation with achievement in reading. Next, salient findings related to engagement from three English‐speaking PISA countries (the United States, the United Kingdom, and Ireland) are presented. The authors conclude with a di…
No prominent works on this page.
Engagement in Reading
The Program for International Student Assessment (PISA) is a global effort to assess reading literacy. The authors of this article focus on the variable of engagement—the student characteristic on PISA that had the largest correlation with achievement in reading. Next, salient findings related to engagement from three English‐speaking PISA countries (the United States, the United Kingdom, and Ireland) are presented. The authors conclude with a di…
Uma visão do Núcleo de Estudos em Saúde Coletiva
Breve balanço dos vinte anos de existência do Núcleo de Estudos em Saúde Coletiva, da Universidade Federal do Rio Grande do Norte (Nesc/UFRN), comemorados em 2008. Reúne e correlaciona elementos colhidos na literatura e em arquivos, vestígios funcionais e simbólicos e a vivência da autora, partícipe dessa trajetória. Constata que o Nesc, criado no contexto do movimento sanitário, firmou-se como referência no cenário da saúde coletiva no Rio Grand…
Reading, Gender, and Engagement
The authors, members of the PISA/PIRLS Task Force, provide a summary of major gender differences in performance found overall on PISA 2009, along with relevant trends since 2000. The five countries represented by the authors are highlighted in this summary, which includes findings related to the interaction of engagement and reading literacy achievement by gender. These data are foregrounded from PISA because they add further evidence of a seriou…
Teachers' perceptions of the barriers to assessment of mental health in schools with implications for educational policy
High Achievement in Mathematics and Science among Students in Ireland
National policy initiatives in Ireland, such as Project Maths and the Science, Technology, Engineering, and Mathematics (STEM) Education Policy Statement have sought to increase the engagement and performance of students in mathematics and science. The current study investigated the performance of students in Ireland in these areas and in reading in international large-scale assessments (Programme for International Student Assessment [PISA], Tren…
Barriers and Enablers
Mental health problems in school‐age children continue to be a major concern internationally. The school setting has increasingly been viewed as having a potential role in supporting the assessment of children's mental health, yet there is a paucity of studies which examine teachers' perceptions of this. There is significant debate regarding whether teachers should be responsible for identifying early signs of mental health difficulties in childr…
The Early Development of Writing Among Multilingual Learners
When teachers miss the signs
This study explores whether specific teacher or school factors predict teacher alignment with children's self-reported anxiety. Stratified random sampling was used to select 15 primary schools in the Dublin region. Data were collected from 58 teachers using a binary-response questionnaire and compared to self-reported anxiety scores from children ( n = 912) on the Revised Children's Manifest Anxiety Scale (RCMAS-2), which served as the reference …
Mathematics education (6 works) · Pedagogy (6 works) · Psychology (6 works) · Literacy (4 works) · Early Childhood Education and Development (3 works) · Political science (3 works) · Developmental psychology (2 works) · Education, Achievement, and Giftedness (2 works) · Primary education (2 works) · Reading (process (2 works)