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Funded Research Projects

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Global Citizenship Education Intervention:

Investigating pedagogical activities that prepare Professional Master of Education students for active citizenship (Céim Standards for Initial Teacher Education, November 2020). This project seeks to acquire insights into how to help student teachers develop ’critical consciousness’ on sustainable development and related issues. Lectures and activities focused on the concept, discourse, philosophy, and critical issues related to Global Citizenship Education will be delivered that further enhances student teachers’ critical consciousness. UBUNTA (2020-2021) (UL/UBUNTA Network)


SCoTENS Seed Funding for Research Project: Teacher Well-Being and Diversity: Managing language and social diversity in classrooms (2016):

This project sought to develop innovative activities and share promising practices related to teacher well-being in schools characterized by diversity in terms of both multilingualism and socio-economic disadvantage. This research study was conducted through a collaboration between schools and universities North and South in Ireland. Research output: Teachers’ Pedagogical Work and Well-being Research Report. Seed Funded SCoTENS Research Project Report – published September 2019. Article in the ISI journal: Teachers and Teaching: Theory and Practice. Accepted for publication, March 2021.

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SCoTENS Seed & NISE Research Projects Steering Committee for the study entitled: Perceptions of Tertiary Student Stakeholders’ Awareness of Religious and Belief Diversity in Northern Ireland and the Republic of Ireland’ (2017-Present):

The research focuses on students’ awareness of religions and beliefs across the island of Ireland in times of fear, growing intolerance and hate crime/speech; and how we can best respond to ‘difference’ in terms of policy impact and professional practice(s). This research is led by Prof. Dr. Marie Parker-Jenkins, University of Limerick & Dr Patricia Kieran, Mary Immaculate College, Limerick.


Religion, Education and Society: European Policy in Practice (National Institute for Studies in Education (NISE):

The starting point for this research is the considerable output of significant European projects and policy documents impacting on practice in the area of Education about Religions & Beliefs in Europe which position religion as a force for democracy, conflict resolution, active citizenship, intercultural engagement, social cohesion & anti-racist education (OECD 2007, Council of Europe 2014, 2016, Jackson 2018). The research aims to: 1) Review of key ROI & EU policy documents on the role of religion in society 2) Gather data on policy and practice on religion and education at three internationally recognised European Centres of Excellence (UK/Germany/Belgium) 3)Develop an innovative network of dialogue among policy makers and practitioners in Ireland and European countries, 4) Locate policy and practice in ROI in a wider European context while drawing on innovative findings from European policy and best practice, and finally disseminate the research findings at National and European level to facilitate on-going network and collaboration  (Seed Fund for Research (2021-22). (UL/MIC)

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Strategic Alignment of Teaching & Learning Enhancement (SALTE):

This project explores the impact of online pedagogies on students’ content and pedagogical content knowledge  and to examine the quality of teaching of students on school placement after a fully online teaching and learning experience in the pandemic. The aims of this study are two-fold: 1) Investigating the impact of online pedagogies on students’ content and pedagogical content knowledge; 2) Exploring pedagogical strategies to adapt online pedagogies for students with connectivity issues will be investigated (Centre for Transformative Learning, UL) (2021-2022).

Poster presentation at the National Forum for Teaching & Learning in Higher Education at the VIT&L Teaching & Learning Showcase 2021 

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Global Education in Europe: Making connections between Irish and European Policy and Practice in Religion and Education:

A review of the policy arena relating to religion and education in Germany will be conducted. Religious research centres of excellence in Germany, Belgium & UK will be visited (post pandemic). (UL/MIC Collaboration). The aim is to make connections between Irish and European policy and practice in Religion and Education and to gain new knowledge and build connections with other researchers in this field. A seminar will be arranged (online) to disseminate the findings from this study (December 2021). (European Education Research Association/Global Education Network Europe, 2021-2023).

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University–School Research Project : Teacher Learning Communities and Teacher Reflexivity (2019-2021):

A research project that explores teacher learning communities in the context of a disadvantaged urban second-level school, for nurturing and promoting teacher reflexivity. The findings will be disseminated in a peer reviewed publication in an education journal. In addition, online platforms will also be used to share the findings. This research received funding from the John Coolahan Research Support Framework (December 2019), a national award which the Teaching Council awards for high quality research. A paper is to be presented at the next Irish Education Studies Conference in March 2021. A presentation of the project took place at the Teaching Council Teaching & Learning Festival in 2020 ((Online Event).

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Erasmus + International Research Project: Teachers' Pedagogical Well-being (3-year project) (2016-2019):

Successfully secured an Erasmus+ Strategic Partnership EU award, together with OsloMet University, Norway as coordinator, and University College Copenhagen, Denmark, Mary Immaculate College, Limerick, and University of the Western Cape, South Africa, as partners. The title of the project is 'Teacher Well-Being and Diversity: Managing language and social diversity in classrooms'. Each Higher Education institution involved with the project has aligned with a partner school. This research project captures what contributes to teacher pedagogical well-being, especially in terms of pedagogy, notwithstanding the challenging and difficult contexts that teachers can work in. Project activities were conducted through national and international university-school partnerships. There are several research outputs from this project: 1)  A Manual for Teachers in diverse educational settings – completed August 2019; 2) Article in the ISI journal: European Education Research Journal. Paper submitted, March 2021).

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Fri, 15 Oct 2021

As part of this Erasmus+ K2 MaMLiSE Project, which is concerned with developing new educational approaches for migrant education an interdisciplinary UL team comprising of Dr Angela Farrell (ADI AHSS), Dr Mary Masterson (Lecturer, EHS), Michelle Daly (PhD Scholar/Intercultural Advocate), and Andrea La Touche (TESOL Teacher and EAL School Tutor) spent one week at the Intercultural School of Ioannina in north-western Greece at the beginning of October. 

They worked with teachers, psychologists, and also pupils from a refugee background to undertake a needs analysis and develop teaching materials and resources for the school that can be rolled out for similar educational purposes in other European educational contexts to better address the social, cultural and education, psychological needs of children from a refugee background. This included the design and training of an educational platform (Moodle) and technological upskilling.  This was in conjunction with academics and teachers from partner institutions in Poland, Greece and Germany on the MaMLiSE Project 

The University of Limerick team will be hosting the European partners on the MaMLiSE Project in May 2022. The next stage of the project will involve training for post-primary teachers in Limerick in language-sensitive teaching with the needs of children from a migrant background in mind. This project aligns with UL’s commitment to achieving United Nations Sustainable Development Goal 4 with relates to widening access to education particularly for disadvantaged groups in society. 

Sign up to the MAMLISE newsletter here to hear updates about the project

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Other Research Projects

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Empirical research project conducted with Prof. Marie Parker–Jenkins (2011-2013): Responding to Cultural Diversity in Irish Schools:

This research study focuses on the challenges facing educationalists in responding to cultural diversity within an Irish context. Drawing on empirical research conducted in a selection of Irish schools, the discussion focuses on a number of practical issues, namely, school dress, curriculum content, and academic attainment. The findings are explored in detail before the implications for current policy and practice in Ireland are discussed.

Research output: ISI article published in 2013. This publication has a high citation index.Experience of researching intercultural communication and linking it with foreign language instruction within classroom contexts in Ireland and abroad (PhD study) collaborating with Prof. Claudia Finkbeiner, University of Kassel, Germany. This empirical study explores the effects of the ABCs model on students learning.Conducted research on language learning strategies, which support effective language learning and the development of learner autonomy (Master’s Degree study, 1999). The findings of this study have contributed to German teachers’ knowledge on how to foster more autonomous language learners through the delivery of workshops at Teacher Education Centres and at the annual German teachers’ association conference.

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Strategic Alignment of Teaching and Learning Enhancement (SATLE) Project Presentation to the Centre for Transformative Learning at the University of Limerick, 2021

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Contact Details

School of Education, University of Limerick, Castletroy, Limerick, Ireland

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