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Joe O'Hara

Professor of Education, Director Centre for Evaluation, Quality and Inspection

Dublin City University

Ireland

Research Interests

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About

Joe O'Hara is a Professor of Education and the Director of the Centre for Evaluation, Quality and Inspection at Dublin City University in Ireland. His research areas include professional development in education, identity development of gifted LGBTQ+ students, and the dynamics of quality assurance systems. He has authored several recent articles examining cross-cultural comparisons and factors affecting educational achievement, as well as the role of school leadership in fostering responsive educational environments.

Articles (27)

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Head of School

Dublin City University

IRELAND

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Maria Figueiredo

Professora Adjunta

Instituto Politécnico de Leiria

PORTUGAL

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Joe O'Hara

Research Interests

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About

Articles (27)

The quiet struggle: How vulnerable youth succeed with the right support

The impact of professional doctorates: professional development, practice and the workplace

Distributed Leadership in Distinct Educational Contexts: A Cross-Cultural Study of Ireland and Türkiye

Rethinking success: embedding values in the practice of school self-evaluation

The problem of early school leaving—socioeconomic causes and potential solutions: a systematic literature review

What Can We Learn From Cross‐Cultural Comparisons of Professional Development? Professional Development Ecosystems in Ireland and Turkey

Positive Discoveries: Identity Development and the Experiences of Gifted LGBTQ+ Students in Ireland

Academic freedom in Irish higher education

Effective practices for reducing underachievement and early school leaving: insights from successful learning environments

Early School Leaving by Design—Prevention, Intervention and Compensation—A Policy Analysis of Early School Leaving and Underachievement Interventions in Europe

Assessing the Role of Diversity in Higher Education Institutions

Beyond economics: cultural factors affecting early school leaving—A systematic literature review

Developing culturally responsive school leaders in Ireland and Spain. The evolving role of professional development

A multilevel investigation of factors related to achievement in Ireland and Spain using PISA data

Exploring the multifaceted nature of school inspectors' power dynamics: A comparative analysis of four quality assurance systems

Redefining the impact of professional development in education with ProDES (Professional Development Evaluation Scale)

Student participation in Irish primary schools

Student voice and classroom practice: how students are consulted in contexts without traditions of student voice

Middle leaders as policy translators: prime actors in the enactment of policy

Enacting school self-evaluation: the policy actors in Irish schools

Researching how student voice plays out in relation to classroom practice in Irish post-primary schools: a heuristic device

Quality assuring an ethical education curriculum for schools in Ireland

Teacher leadership in school self-evaluation: an approach to professional development

Student voice and the school hierarchy: the disconnect between senior leaders and teachers

For improvement, accountability, or the economy? Reflecting on the purpose(s) of school self-evaluation in Ireland

Deconstructing the challenges and opportunities for blended learning in the post emergency learning era

Drivers for student and parent voice in school self-evaluation activities

Collaborators (11)

Cristina Frade-Martínez

M. J. Rodríguez-Conde

Orla Dunne

Dr Aideen Cassidy

Lourdes Sancho

Martin Brown

Grainne McKenna

Craig Skerritt

Sarah Gardezi

Geraldine French

Maria Figueiredo

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