Rannóg

Department of Policy & Practice

Role

Lecturer in Lifelong Learning

Course Leader of the Professional Diploma in Education (Further Education) 

Qualifications

PhD in Education (Special Education)

Teaching

Programme	Module Code	Module Name	Role
Ed Studies	ES2101	Adult Education	Module Leader & Lecturer
Ed Studies	ES8107	Introduction to Ed Psychology	Module Leader & Lecturer
Ed Studies	ES8201	Adolescence	Module Leader & Lecturer
PDEFE	FE8104	How Adolescents & Adults Learn	Module Leader & Lecturer
PDEFE	FE8201	Contemporary Issues in EDU	Module Leader & Lecturer

ORCID iD

0000-0003-1157-9911

Publications and other outputs

 

Book Chapters

 

Keane, E., Heinz, M. & Lynch, A. (2023). ‘Working class’ student teachers’ constructions of teaching as a powerful role: Encountering deficit-based ‘teacher talk’ during placement. In E. Keane, M. Heinz, & R. McDaid (Eds.), Diversifying the teaching profession: Dimensions, dilemmas and directions for the future (pp. 113-124). Routledge. 

 

Journal Articles

Lynch, A., Gallagher, B., Horn, C., Bruce, C., & Ivers, B. (2024). ‘Becoming’ and ‘Being’ a teacher in Ireland’s further education and training sector. In R. Moreland (Ed.), The Adult Learner 2024: The Irish Journal of Adult and Community Education, pp. 91-112. AontasTheAdultLearner2024_web.pdf.

Lynch, A. & Davison, K. (2024). Tensions and contradictions: Exploring post-primary teachers' perspectives and experiences of students with Attention Deficit Hyperactivity Disorder. Journal of Research in Special Educational Needs, 00, 1–11.  https://doi.org/10.1111/1471-3802.12648

Kelly-Blakeney, E., Lynch, A. & Kennedy, P. (2023). “I really loved HE!”: Motivations and experiences of students who progressed to home economics initial teacher edcuation from further education and training. International Journal of Home Economics, 16(1), 21-35. https://search.informit.org/doi/10.3316/informit.311271064085673

Lynch, A. and Davison, K. (2022). Gendered expectations on the recognition of ADHD in young women and educational implications. Irish Educational Studies. https://doi.org/10.1080/03323315.2022.2032264

Keane, E., Heinz, M. & Lynch, A. (2022). Factors impacting on the retention of students from under-represented groups in initial teacher education in Ireland. Tertiary Education and Management, 29, https://doi.org/10.1007/s11233-022-09108-5

Murray, C., Lynch, A., Flynn, N. and Davitt, E. (2021). Articulating minority language value in diverse communities: the case of compulsory Irish language education. Journal of Language, Identity & Education, 1-15. DOI: 10.1080/15348458.2020.1871354.

Keane, E., Heinz, M., & Lynch, A. (2020). Identity matters? 'Working class' student teachers in Ireland, the desire to be a relatable and inclusive teacher, and sharing the classed self. International Journal of Inclusive Education. DOI: 10.1080/13603116.2020.1853255.

Keane, E., Heinz, M. & Lynch, A. (2019). 'Working-class' student teachers: Not being encouraged at school and impact on motivation to become a teacher. Education Research and Perspectives, 45, 71-97.

Lynch, A. (2016). “Identifying knowledge gaps in ADHD research”, Journal of Childhood & Developmental Disorders, 2(3), 1-3. DOI: 10.4172/2472-1786.100035.

Quinn, M. & Lynch, A. (2016). Is ADHD a ‘real’ disorder? Support for Learning, 31(1), 59-70. DOI: 10.1111/1467-9604.12114.

 

Thesis

 

Lynch, A. (2017). Attention deficit hyperactivity disorder in adolescence: The experiences of young women and second-level teachers in Ireland. [Doctoral Dissertation, University of Galway]. ARAN Research Repository.  https://aran.library.nuigalway.ie/handle/10379/6509. 

 

Research Reports

Kiely, J., Haals Brosnan, M., Colum, M., Uí Chianáin, A. & Dunne, C.M. (2024). Child’s Voice: Consulting with children as part of the redevelopment of the Primary School Curriculum. Final Report December 2024. National Council for Curriculum and Assessment (NCCA). https://ncca.ie/media/2dyboryp/consultation_with_children_report.pdf

Kiely, J., Haals Brosnan, M., Uí Chianáin, A., Colum, M. & Dunne, C. (2022). Report on the consultation with children on the draft primary curriculum, National Council for Curriculum and Assessment (NCCA). 

 

Conference Contributions

 

Lynch (Ui Chianáin), A. & Davidson, K. (2024, August 27-30). Tensions and contradictions: Exploring post-primary teachers’ perspectives and experiences of students with attention deficit hyperactivity disorder (ADHD). [Paper presentation]. European Educational Research Association (EERA) Conference. University of Cyprus, Nicosia.

Kiely, J., Haals Brosnan, M., Uí Chianáin, A., Dunne, C. & Colum, M. (2022, April 7-9). Consulting with children on the draft primary curriculum: Methodological approach. [Paper presentation]. Educational Studies Association of Ireland (ESAI) conference, Dublin.

Research/Professional Interests 

Dr. Uí Chianáin’s research interests include diversity in initial teacher education, social disadvantage in post-primary and higher education, and gender in the context of students with special educational needs.