Veronica O’Toole
Biographic Data
| ID | 6509918 |
|---|---|
| NAME | Veronica O’Toole |
| GIVEN NAMES | Veronica |
| FAMILY NAME | O’Toole |
| SIGNATURE | O’TOOLE V |
| AFFILIATIONS | University of Canterbury |
| ORCID | 0000-0002-0648-4929 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
A cross-cultural study of school climate and student agency in literacy
This article examines how school climate influences student agency in literacy across schools in four countries-Italy, New Zealand, Norway, and the United States. Using data from across these areas, we conducted path analyses to identify relationships between the dimensions of student agency in literacy within each school climate factor. Results indicate that two core constructs of the hypothesized model of student agency, persistency, and intera…
The role of emotion in higher education
Students in higher education experience a range of academic emotions, from enjoyment or boredom in learning, to fear of failure or optimism about high stakes assessments. While there is general consensus regarding the importance of academic emotions, reflected in the increased emphasis on social and emotional learning, and advocacy for the inclusion of learning experiences that foster relevant competences – there remains the need to further under…
The impact of primary school closures in Ireland resulting from the coronavirus pandemic on principal and teacher wellbeing
In December 2019, in Wuhan in China an outbreak of Coronavirus (COVID-19) was reported. In late February 2020, the first cases of the virus were recorded in Ireland. By 11th March, the World Health Organisation had declared the outbreak a pandemic and on 12th March, An Taoiseach, Leo Varadkar announced that all schools would close with effect from 6pm that day. The schools remained closed until September. This paper considers the impact of the cl…
Teachers’ perspectives of social-emotional learning
Teachers’ understandings of social-emotional wellbeing contribute to developing ways that teachers can engage with students to develop social-emotional skills. This collaborative research project adopted a critical participatory action research methodology, informed by Kaupapa Māori research principles. The perceptions of teachers were explored through wānanga (ethical spaces for research) to inform the development of a co-constructed culturally …
Running on fumes”
Fear would well up and it was just a luxury that you just didn’t have time for”
Teachers as first responders in tragedy
The use of Nuthall's unique methodology to better understand the realities of children's classroom experience
The use of Nuthall's unique methodology to better understand the realities of children's classroom experience
Teachers as first responders in tragedy
Fear would well up and it was just a luxury that you just didn’t have time for”
Running on fumes”
Teachers’ perspectives of social-emotional learning
Teachers’ understandings of social-emotional wellbeing contribute to developing ways that teachers can engage with students to develop social-emotional skills. This collaborative research project adopted a critical participatory action research methodology, informed by Kaupapa Māori research principles. The perceptions of teachers were explored through wānanga (ethical spaces for research) to inform the development of a co-constructed culturally …
The impact of primary school closures in Ireland resulting from the coronavirus pandemic on principal and teacher wellbeing
In December 2019, in Wuhan in China an outbreak of Coronavirus (COVID-19) was reported. In late February 2020, the first cases of the virus were recorded in Ireland. By 11th March, the World Health Organisation had declared the outbreak a pandemic and on 12th March, An Taoiseach, Leo Varadkar announced that all schools would close with effect from 6pm that day. The schools remained closed until September. This paper considers the impact of the cl…
The role of emotion in higher education
Students in higher education experience a range of academic emotions, from enjoyment or boredom in learning, to fear of failure or optimism about high stakes assessments. While there is general consensus regarding the importance of academic emotions, reflected in the increased emphasis on social and emotional learning, and advocacy for the inclusion of learning experiences that foster relevant competences – there remains the need to further under…
A cross-cultural study of school climate and student agency in literacy
This article examines how school climate influences student agency in literacy across schools in four countries-Italy, New Zealand, Norway, and the United States. Using data from across these areas, we conducted path analyses to identify relationships between the dimensions of student agency in literacy within each school climate factor. Results indicate that two core constructs of the hypothesized model of student agency, persistency, and intera…
Psychology (8 works) · Pedagogy (6 works) · Social Psychology (5 works) · Early Childhood Education and Development (4 works) · Social Psychology (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Developmental psychology (3 works) · Political science (3 works) · Sociology (3 works) · Burnout (2 works)