Niamh Flynn
Biographic Data
| ID | 6750010 |
|---|---|
| NAME | Niamh Flynn |
| GIVEN NAMES | Niamh |
| FAMILY NAME | Flynn |
| SIGNATURE | FLYNN N |
| AFFILIATIONS | Ollscoil na Gaillimhe – University of Galway |
| ORCID | 0000-0001-8040-3931 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
An ecological analysis of teacher perceptions of, and responses to, student unproductive behaviour in Irish primary schools
Student behaviour is a perennial concern for educators, parents, and policy-makers alike. The present study involved an ecological analysis of teacher perceptions of, and responses to, student unproductive behaviour in primary school classrooms in the Republic of Ireland. Online survey data from 1035 primary school teachers revealed that the most frequent unproductive behaviours were non-disruptive or low-level disruptive behaviours, with perceiv…
Coping with the ‘new (ab)normal’ in school
Many concerns exist about potential long-term psychosocial impacts of the COVID-19 pandemic on young people. While the school has been identified as having a vital role in psychological recovery post-disaster more generally, it is unclear as yet how young people have adapted to the return to in-person education. This paper reports on the preliminary findings from an intensive Ecological Momentary Analysis exploration of the affective wellbeing, e…
‘Schooling at Home’ in Ireland during Covid-19’
Educational disruption due to COVID-19 ushered in dramatically different learning realities in Ireland. Our research explored the experiences of children, young people and parents during the first period of 'schooling at home' (SAH) at the end of that academic year. An anonymous online survey, guided by social constructivist emphases, yielded responses from 2733 parents and 1189 students from primary and second-level schools. Substantial evidence…
Articulating Minority Language Value in Diverse Communities
In newly multilingual communities, where the language of education can no longer be assumed to be the home language of students, debates around language education policy can reflect broader sociocultural and political assumptions. As Ireland has become increasingly diverse in recent decades, the core compulsory status of the Irish language has emerged as one of the most contested aspects of the national curriculum. Informed by the field of langua…
Reconceptualising relatedness in education in ‘Distanced’ Times
As schools and universities worldwide tentatively move beyond an initial emergency response to the Covid-19 pandemic, the prospect of socially-distanced learning spaces prompts us to ask how we can maintain good educational relationships. Supporting students in a time of far-reaching changes means acknowledging that certain normalised practices, and the conceptual frameworks embedded within them, have come under significant duress. Resisting the …
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Reconceptualising relatedness in education in ‘Distanced’ Times
As schools and universities worldwide tentatively move beyond an initial emergency response to the Covid-19 pandemic, the prospect of socially-distanced learning spaces prompts us to ask how we can maintain good educational relationships. Supporting students in a time of far-reaching changes means acknowledging that certain normalised practices, and the conceptual frameworks embedded within them, have come under significant duress. Resisting the …
‘Schooling at Home’ in Ireland during Covid-19’
Educational disruption due to COVID-19 ushered in dramatically different learning realities in Ireland. Our research explored the experiences of children, young people and parents during the first period of 'schooling at home' (SAH) at the end of that academic year. An anonymous online survey, guided by social constructivist emphases, yielded responses from 2733 parents and 1189 students from primary and second-level schools. Substantial evidence…
Articulating Minority Language Value in Diverse Communities
In newly multilingual communities, where the language of education can no longer be assumed to be the home language of students, debates around language education policy can reflect broader sociocultural and political assumptions. As Ireland has become increasingly diverse in recent decades, the core compulsory status of the Irish language has emerged as one of the most contested aspects of the national curriculum. Informed by the field of langua…
Coping with the ‘new (ab)normal’ in school
Many concerns exist about potential long-term psychosocial impacts of the COVID-19 pandemic on young people. While the school has been identified as having a vital role in psychological recovery post-disaster more generally, it is unclear as yet how young people have adapted to the return to in-person education. This paper reports on the preliminary findings from an intensive Ecological Momentary Analysis exploration of the affective wellbeing, e…
An ecological analysis of teacher perceptions of, and responses to, student unproductive behaviour in Irish primary schools
Student behaviour is a perennial concern for educators, parents, and policy-makers alike. The present study involved an ecological analysis of teacher perceptions of, and responses to, student unproductive behaviour in primary school classrooms in the Republic of Ireland. Online survey data from 1035 primary school teachers revealed that the most frequent unproductive behaviours were non-disruptive or low-level disruptive behaviours, with perceiv…
Pedagogy (4 works) · Psychology (4 works) · Irish (3 works) · Medicine (3 works) · Social Psychology (3 works) · Sociology (3 works) · Developmental psychology (2 works) · Perception (2 works) · Political science (2 works) · Psychosocial (2 works)