Eilís Ní Chorcora
Biographic Data
| ID | 6887127 |
|---|---|
| NAME | Eilís Ní Chorcora |
| GIVEN NAMES | Eilís Ní |
| FAMILY NAME | Chorcora |
| SIGNATURE | CHORCORA E N |
| AFFILIATIONS | Trinity Access, University of Dublin Trinity College, Trinity College Dublin, Dublin, Ireland |
| ORCID | 0000-0003-2653-8741 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Overcoming barriers to teaching 21C skills
The global twenty-first century (21C) skills agenda has become a common feature in the educational policy of many countries. However, teachers can face operational, definitional and systemic barriers to the integration of 21C skills in practice. The operational barriers include insufficient teacher capacity, which in turn is influenced by insufficient teaching materials and ultimately teacher beliefs. This paper explores how we can address these …
Measuring success
This paper investigates the impact of a widening participation outreach intervention on the future goals and aspirations of Irish second-level students attending schools in areas experiencing educational disadvantage. The paper uses data gathered in 2019 and 2022, from an Irish, large-scale, longitudinal study (N = 3697) of widening participation with second-level schools (N = 19) located within areas where progression to higher education is low.…
Plans, Progression and Post-Compulsory Education
It is widely recognised that addressing inequality in tertiary education is a complex and multifaceted issue. Studies involving students from lower socio-economic backgrounds consistently show that educational disparities exist at the post-secondary education level, with these students’ encountering obstacles in both accessing and completing tertiary education compared to their wealthier counterparts. Understanding how widening participation inte…
Mental health literacy and help-giving responses of Irish primary school teachers
Teachers can play a crucial role in identifying and responding to children’s mental health difficulties. This study explored teachers’ mental health literacy (MHL) and their help-giving responses, a topic which is relatively unexplored, particularly at primary school level. Primary teachers (N = 356) responded to a questionnaire that followed the presentation of each of three vignettes: a non-clinical, control, vignette and two clinical vignettes…
Connection before content
The impact of the Covid-19 school closures on children and young people has been significant, with research suggesting that it has disproportionately negatively affected students from areas of socio-economic disadvantage. With the move to remote schooling, the focus on ensuring classes continued to 'cover the curriculum' left little space for considering how students were engaging with learning, or the factors that influenced their engagement. Th…
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Connection before content
The impact of the Covid-19 school closures on children and young people has been significant, with research suggesting that it has disproportionately negatively affected students from areas of socio-economic disadvantage. With the move to remote schooling, the focus on ensuring classes continued to 'cover the curriculum' left little space for considering how students were engaging with learning, or the factors that influenced their engagement. Th…
Mental health literacy and help-giving responses of Irish primary school teachers
Teachers can play a crucial role in identifying and responding to children’s mental health difficulties. This study explored teachers’ mental health literacy (MHL) and their help-giving responses, a topic which is relatively unexplored, particularly at primary school level. Primary teachers (N = 356) responded to a questionnaire that followed the presentation of each of three vignettes: a non-clinical, control, vignette and two clinical vignettes…
Overcoming barriers to teaching 21C skills
The global twenty-first century (21C) skills agenda has become a common feature in the educational policy of many countries. However, teachers can face operational, definitional and systemic barriers to the integration of 21C skills in practice. The operational barriers include insufficient teacher capacity, which in turn is influenced by insufficient teaching materials and ultimately teacher beliefs. This paper explores how we can address these …
Measuring success
This paper investigates the impact of a widening participation outreach intervention on the future goals and aspirations of Irish second-level students attending schools in areas experiencing educational disadvantage. The paper uses data gathered in 2019 and 2022, from an Irish, large-scale, longitudinal study (N = 3697) of widening participation with second-level schools (N = 19) located within areas where progression to higher education is low.…
Plans, Progression and Post-Compulsory Education
It is widely recognised that addressing inequality in tertiary education is a complex and multifaceted issue. Studies involving students from lower socio-economic backgrounds consistently show that educational disparities exist at the post-secondary education level, with these students’ encountering obstacles in both accessing and completing tertiary education compared to their wealthier counterparts. Understanding how widening participation inte…
Psychology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Political science (4 works) · Medicine (3 works) · Sociology (3 works) · Collaborative Teaching and Inclusion (2 works) · Education Systems and Policy (2 works) · Educational and Psychological Assessments (2 works) · Anxiety (1 work)