Kirstin Mulholland
Biographic Data
| ID | 6509325 |
|---|---|
| NAME | Kirstin Mulholland |
| GIVEN NAMES | Kirstin |
| FAMILY NAME | Mulholland |
| SIGNATURE | MULHOLLAND K |
| AFFILIATIONS | Northumbria University |
| ORCID | 0000-0002-5279-4856 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The structure and methodological quality of randomised controlled trials addressing school absenteeism and dropout in children and adolescents
Constructing Reality
Simulation-based learning (SBL) is increasingly used within Initial Teacher Education (ITE) to bridge the gap between theory and practice, enhancing pre-service teachers’ (PSTs) preparedness for the complexities of classroom practice. Despite its growing adoption, limited research has examined how simulation design shapes PSTs’ learning experiences. This study addresses this gap by exploring PSTs’ experiences of two low-technology simulation moda…
Rehearsing Legitimacy
This mixed-methods study explores the effectiveness of a semester-long academic development programme in addressing Imposter Phenomenon among Early-Career Academics. This intervention introduced low-technology simulations, allowing consideration of authentic challenges of practice. While experiences of Imposterism in academia are often institutionally driven, most coping strategies remain individualistic. This study responds to a paucity of resea…
Exploratory analysis of inter-connected factors related to secondary school absenteeism
Secondary school absenteeism in the UK arises from complex, interconnected issues within and beyond school systems, making it difficult for some pupils to attend full-time. This study adopted an ecosystemic approach to examine factors related to pupils' absence from caregivers’ perspectives. Caregivers ( N = 198) completed online surveys. Multivariate logistic regression analysis was used to determine how school participation, absenteeism, pupil …
Stepping Stones
Metacognition and self-regulated learning are widely understood to offer significant benefits for pupils’ mathematical problem solving; however, the existing literature highlights that the under-representation of these concepts in curriculum, policy, and teacher professional development means that their potential for impact remains unfulfilled. This article, therefore, examines the potential value of an innovative fading professional development …
Exploring UK residents’ views on substantive education reform
Substantive reform capable of addressing multiple crises within the UK education system is often rejected on the basis that public opposition to tax and investment precludes politicians from implementing reform, even though policymakers may otherwise wish to do so. Here, we analyse data from a methodologically diverse series of surveys (1) n = 693; (2) n = 10; (3) n = 2,200 of adult UK residents conducted between November 2023-January 2024 examin…
Back to basics
International challenges in teacher recruitment and retention have prompted many training providers to explore high-technology forms of simulation-based learning (SBL). However, there is limited evidence of the benefits these technologies offer, compared with low-technology alternatives. Adopting a mixed methods approach, this pilot evaluation examines pre-service teachers' (PSTs) experiences of ‘SimulatEd’, a suite of three low-technology simula…
Exploring UK residents’ views on substantive education reform
Substantive reform capable of addressing multiple crises within the UK education system is often rejected on the basis that public opposition to tax and investment precludes politicians from implementing reform, even though policymakers may otherwise wish to do so. Here, we analyse data from a methodologically diverse series of surveys (1) n = 693; (2) n = 10; (3) n = 2,200 of adult UK residents conducted between November 2023-January 2024 examin…
Stepping Stones
Metacognition and self-regulated learning are widely understood to offer significant benefits for pupils’ mathematical problem solving; however, the existing literature highlights that the under-representation of these concepts in curriculum, policy, and teacher professional development means that their potential for impact remains unfulfilled. This article, therefore, examines the potential value of an innovative fading professional development …
Exploring UK residents’ views on substantive education reform
Substantive reform capable of addressing multiple crises within the UK education system is often rejected on the basis that public opposition to tax and investment precludes politicians from implementing reform, even though policymakers may otherwise wish to do so. Here, we analyse data from a methodologically diverse series of surveys (1) n = 693; (2) n = 10; (3) n = 2,200 of adult UK residents conducted between November 2023-January 2024 examin…
Back to basics
International challenges in teacher recruitment and retention have prompted many training providers to explore high-technology forms of simulation-based learning (SBL). However, there is limited evidence of the benefits these technologies offer, compared with low-technology alternatives. Adopting a mixed methods approach, this pilot evaluation examines pre-service teachers' (PSTs) experiences of ‘SimulatEd’, a suite of three low-technology simula…
The structure and methodological quality of randomised controlled trials addressing school absenteeism and dropout in children and adolescents
Constructing Reality
Simulation-based learning (SBL) is increasingly used within Initial Teacher Education (ITE) to bridge the gap between theory and practice, enhancing pre-service teachers’ (PSTs) preparedness for the complexities of classroom practice. Despite its growing adoption, limited research has examined how simulation design shapes PSTs’ learning experiences. This study addresses this gap by exploring PSTs’ experiences of two low-technology simulation moda…
Rehearsing Legitimacy
This mixed-methods study explores the effectiveness of a semester-long academic development programme in addressing Imposter Phenomenon among Early-Career Academics. This intervention introduced low-technology simulations, allowing consideration of authentic challenges of practice. While experiences of Imposterism in academia are often institutionally driven, most coping strategies remain individualistic. This study responds to a paucity of resea…
Exploratory analysis of inter-connected factors related to secondary school absenteeism
Secondary school absenteeism in the UK arises from complex, interconnected issues within and beyond school systems, making it difficult for some pupils to attend full-time. This study adopted an ecosystemic approach to examine factors related to pupils' absence from caregivers’ perspectives. Caregivers ( N = 198) completed online surveys. Multivariate logistic regression analysis was used to determine how school participation, absenteeism, pupil …
Simulation-Based Education in Healthcare (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Multimedia (2 works) · Preparedness (2 works) · Professional development (2 works) · Psychology (2 works) · Absenteeism (1 work) · Accounting Education and Careers (1 work) · Ambiguity (1 work)