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About NUI Galway
About NUI Galway
Since 1845, NUI Galway has been sharing the highest quality teaching and research with Ireland and the world. Find out what makes our University so special – from our distinguished history to the latest news and campus developments.
Colleges & Schools
Colleges & Schools
NUI Galway has earned international recognition as a research-led university with a commitment to top quality teaching across a range of key areas of expertise.
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At NUI Galway, we believe that the best learning takes place when you apply what you learn in a real world context. That's why many of our courses include work placements or community projects.
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Gomes, D and McCauley, V. (2016). Dialectical dividends: Fostering hybridity of new pedagogical practices and partnerships in science education and outreach. International Journal of Science Education. http://dx.doi.org/10.1080/09500693.2016.1234729
Davison, K., McCauley, V., Domegan, C., and McClune, W. (2008) A review of science outreach strategies North and South: With some recommendations for improvement. Belfast: Centre for Cross Border Studies.
McCauley, V. and K. Davison. (2015). Micro and Macro Pedagogy for Science Education. Chemistry in Action.
Gomes, D. and McCauley, V. (2014), Adapting Primary level Science Activities according to different objectives. Resource & Research Guides. National Centre for Excellence in Mathematics and Science Teaching and Learning. Vol.5 # 8 pp. 1-4 Cited at: http://www.nce-mstl.ie/_fileupload/R%20and%20R%20Guides/Volume%205/Science%20Activities.pdf
Gomes, D. and McCauley, V. (2014). Why do we teach science: four arguments for teaching science and the role of Science Outreach. Chemistry in Action. 2 (103) pp. 24-6.
Gomes, D. & McCauley, V. (2013). Science Outreach and Science Education: The Analysis of Dilemmas Faced to Promote the Creation of the Third Space. Journal for the Theory and Practice of Education. [jhttp://hrcak.srce.hr/zivot-i-skola?lang=en] A. Peko (Ed.). Special Edition: Didactic Challenges. 1 (59). pp. 372-384.
Gomes, D., & McCauley, V. (2013) Science Outreach and Science Education at Primary Level in Ireland: a Mixed Methods Study. New Perspective for Science Education, Conference Proceedings (ISBN: 978-88-6292-351-4), Libreriauniversitatia.it,
Gomes, D. and McCauley, V. (2013) ‘Science Outreach and Science Education In the Primary Level: Conceptual and Pedagogical Challenges Faced.’. Literacy Information and Computer Education Journal (LICEJ), Special Issue, Volume 1 Issue 2, ISSN: 2040 2589 (Online), http://www.infonomics-society.org/LICEJ/.
Technology Enabled Learning
Hall, T., Ó Grádaigh, S., & Ní Ghuidhir, S. (2016). (Eds.) 'Special Issue: Mobile Learning in Teacher Education.' International Journal of Mobile and Blended Learning. 8(2). http://www.igi-global.com/journal/international-journal-mobile-blended-learning/1115
Mac Mahon, B.; Ó Grádaigh, S.; Ní Ghuidhir, S. (2016) 'iTE: Student Teachers using iPad on a Second Level Initial Teacher Education Programme'. International Journal of Mobile and Blended Learning, 8 (2):21-34
Technology Resource Design in Science Education
McHugh, M., & McCauley, V. (2017) Hooked on Science. Science in School (In review).
McHugh, M., & McCauley, V. (2017). By Hook or by Crook: Designing physics video hooks with a modified ADDIE framework. Journal of Applied Instructional Design (In review).
McHugh, M., & McCauley, V. (2016). Getting Hooked on Physics! The Physics Teacher. 54(9), 548 – 550
McCauley, V., Davison, K. and Byrne, C. (2015). Collaborative lesson hook design in science teacher education: Advancing professional practice. Irish Educational Studies. http://dx.doi.org/10.1080/03323315.2015.1114457
McHugh, M., & McCauley, V. (2015). Designing physics video hooks for science students. Physics Education, 51(1), 015015.
Technology-enhanced embodiment in English education
Flanagan, E., & Hall, T. (2017). Digital Ensemble: The ENaCT design-based research framework for technology-enhanced embodied assessment in English education. To appear in English in Education, Special Issue on Assessment and Learning (in press).
Flanagan, E. (2015). Integrating Technology into Post-Primary English Education. Education Matters Yearbook 8: Review of 2014 and Guide to 2015, 8.
Flanagan, E. (2014). Exploring the potential of narrative technology to augment ensemble pedagogical approaches to enhancing secondary school students' engagement with literature. Current Issues in Education Research. Clare Education Centre: Outside the Box Learning Resources Ltd.
Flanagan, E. (2013). Animating Shakespeare: engaging students through embodied and virtual learning. The European Conference on Technology in the Classroom Journal. Brighton, UK: International Academic Forum, pp.309-316.
Design-Based Research (DBR)
Flynn, P., McHugh, M., McHugh, S., Long, B. T., & Hall, T. (2016). Leading Through Design: Educational Design Research for Authentic and Meaningful Impact in Naturalistic Contexts. European Educational Research Association (EERA).
Hall, T., Thompson Long, B., Flanagan, E., Flynn, P., & Lenaghan, J. (2016). 'Design-Based Research as Intelligent Experimentation: Towards Systematising the Conceptualisation, Development and Evaluation of Digital Learning in Schools'. To appear in: Handbook on Digital Learning for K-12 Schools. US: Springer.
Thompson Long, B., & Hall, T. (2017). 'From Dewey to Digital: Design-Based Research for Deeper Reflection through Digital Storytelling'. In: Digital Storytelling in Higher Education - International Perspectives. UK: Palgrave Macmillan. In press.
Thompson Long, B., & Hall, T. (2015). 'R-NEST: Design-Based Research for Technology-Enhanced Reflective Practice in Initial Teacher Education'. In Kopcha, TJ., Schmidt, M., & McKenney, S. (Eds.) Australasian Journal of Educational Technology. Special Issue: Educational Design Research for Technology-supported Post-secondary Learning. 31(5), pp. 572-596. Open Access publication at: http://ajet.org.au/index.php/AJET/article/download/2535/1311
The Formation of Collaborative Learning Communities - a DBR Approach
Flynn, P. (2016) Exploring the History of Education for Learning Community Formation in Undergraduate Initial Teacher Education. International Conference of the Learning Sciences, 2016. Singapore. In Press
Flynn, P (2016) Connecting Teachers: Establishing Collaborative Communities of Practice in Undergraduate Initial Teacher Education. International Conference of the Learning Sciences, 2016. Singapore. In Press
Flynn, P., Hall, T. (2015) A Framework Towards Enhanced Engagement with the History of Education in Undergraduate Initial Teacher Training. Computer Supported Collaborative Learning. International Conference 2015, Gothenburg, Sweden. pp.733-735.
Or Flynn, P., & Hall, T. (2015). 'Towards a Teaching and Learning Model for Transition in the Pre-Service Teaching Community.' In Linwall, O., Häkkinen, P., Koschmann, T., Tchounikine, P., & Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer-Supported Collaborative Learning (CSCL) Conference 2015, Vol.2, p. 733-734. Gothenburg, Sweden. https://www.isls.org/cscl2015/papers/CSCL2015ProceedingsVolume2.pdf
Harney, O., Hogan, M., Broome, B., Hall, T., & Ryan, C. (2015). 'Investigating the effects of prompts on argumentation style, consensus and perceived efficacy in collaborative learning'. International Journal of Computer-Supported Collaborative Learning. 10(1), pp. 367-394. http://link.springer.com/journal/11412
Ní Ríordáin, M., Johnston, J., Walshe, G. (2016). Making mathematics and science integration happen: key aspects of practice. International Journal of Mathematical Education in Science and Technology, 47(2):233-255.
Johnston, J., Walshe, G., & Ní Ríordáin, M. (2016). Utilising different models of integration to enhance the teaching of second level science and mathematics. In: Pixel (eds.) New Perspectives in Science Education Florence, Italy, pp.72-76
Capobianco, B. & Ní Ríordáin, M. (2015). Navigating layers of teacher uncertainty among preservice science and mathematics teachers engaged in action research. Educational Action Research, 23(4):581-598.
Ní Ríordáin, M., Coben, D. & Miller-Reilly, B. (2015). What do we know about mathematics teaching and learning of multilingual adults and why does it matter? Adults Learning Mathematics International Journal, 10(1):8-23.
Poisard, C., Ní Ríordáin, M., & Le Pipec, E. (2015). Mathematics education in bilingual contexts: Irish-English, Breton-French. In: K. Krainer, N. Vondrova (eds.) 9th Congress of European Research in Mathematics Education Prague, Czech Republic, pp.1468-1474
Ní Ríordáin, M., & McCluskey, A. (2015). Bilingual mathematics learners, conceptual mathematical activity and the role of their languages. How best to investigate? In: K. Krainer, N. Vondrova (eds.) 9th Congress of European Research in Mathematics Education Prague, Czech Republic, pp.1454-1460
Johnston, J., Ní Ríordáin, M. & Walshe, G. (2014). An integrated approach to the teaching and learning of science and mathematics utilising technology – the teachers’ perspective. Journal on School Educational Technology, 9 (4):14-26.
Ní Ríordáin, M. (2014). Bilingual 3rd level education – rich insights from an Irish context. International Journal of Humanities and Social Science, 4(10): 51-61.
Ní Ríordáin, M (2013). A comparison of Irish and English language features and the potential impact on mathematical processing. In: B. Ubuz, C. Haser, M. Mariotti (eds.) 8th Congress of the European Society for Research in Mathematics Education Antalya, Turkey, pp.1576-1585