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Articles by Selina McCoy
Examining the Post-School Decision-Making and Self-Determination of Disabled Young Adults in Ireland
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‘Embracing Diversity in all its Forms’: The Voluntary Secondary Sector in Irish Education
The Irish education system is undergoing significant change as it navigates the challenges of the 2020s. Schools are at the frontline of Ireland’s efforts to integrate migrant families, build an inclusive society and tackle generational socioeconomic inequality.
A Whole Education Approach to Inclusive Education: An Integrated Model to Guide Planning, Policy, and Provision
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Personal Assistance Services in Ireland: A Capability Approach to Understanding the Lived Experience of Disabled People
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Educationally maintained inequality? The role of risk factors and resilience at 9, 13 and 17 in disabled young people’s post-school pathways at 20
ABSTRACT ABSTRACT While Ireland has the highest level of participation in higher education (HE) in Europe, it also has one of the widest participation gaps between disabled and non-disabled young people. Using a large-scale longitudinal dataset, we assess how disabled young people compare with non-disabled peers in accessing a range of post-school educational pathways.
Shadow Education uptake among final year students in Irish secondary schools: Wellbeing in a high stakes context
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Magnifying inequality? Home learning environments and social reproduction during school closures in Ireland
Research background and rationale To contain the spread of COVID-19, the Irish government closed all schools for several months during the first half of 2020, and again early in 2021. Concerns were raised that this could exacerbate existing inequality between students from different family backgrounds (UNESCO 2020; European Commission 2020).
Forbidden fruit? Student views on the use of tablet PCs in education
In the Republic of Ireland, the decision to introduce interactive technology into secondary schools is typically made at the school level. Tablet PCs are argued to be one form of technology with the potential to promote more student-centred teaching and learning.
Early mobile phone ownership: influencing the wellbeing of girls and boys in Ireland?
Children live in a technology-mediated world, and most young people use a variety of technologies in their daily lives. However, despite intense public discourse, we have little empirical evidence on how technology use impacts on children’s development across a number of psycho-social domains. Research that has been conducted tends to be largely small-scale or cross-sectional in nature and most often focused on (young) adults rather than children.
Read, Share and Shape the News
Poll: Would you support a three-year rent freeze in Ireland? THE DÁIL IS set to debate legislation aimed at freezing rents for the next three years today. The bill, tabled by Sinn Féin and due to be voted on next Thursday, comes after Housing Minister Eoghan Murphy narrowly survived a no-confidence motion last week. Rent Pressure Zone (RPZ) laws were first introduced by the government in December 2016 and are aimed at tackling spiralling rents by capping annual rent rises by 4% in certain areas.
'Feeder school' league tables: Here's why they give parents a distorted view of what constitutes a decent school
LAST WEEK SAW the annual blaze of publicity surrounding the Irish Times’ and Irish Independent ‘Feeder Schools’ tables, which showed that students who attended private fee-paying schools go on to attend third-level education at higher rates than others. Some have taken this as evidence that fee-paying schools perform better than other types of school: a misleading interpretation that risks giving a distorted view of what constitutes a good school.
Later is better: mobile phone ownership and child academic development, evidence from a longitudinal study
Digital technologies have become an increasingly prominent feature of children’s lives both within and outside educational environments (McCoy, Quail, and Smyth 2012. Influences on 9-Year-Olds’ Learning: Home, School and Community. Dublin: Department of Children and Youth Affairs). Despite considerable media debate, we have little robust evidence on the impact of technology use on children’s development, both academically and socially.
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