Research Interests
Most of my research has been conducted into: respect in educative relationships within initial teacher education, Negotiated Integrated Curriculum and learner agency; and Moral education as expressed in the characteristic spirit of ETB schooling.
Teaching Interests
I am primarily helping to co-ordinate the preparation of school placement modules and the professional development of school placement tutors.
Professional Activities
Education
- 2012 University of Limerick - Doctor of Philosophy
- 2004 University of Cambridge - Postgraduate Certificate in Education
- 2002 University of Limerick - BSc
Association
- 2009 member, Educational Association of Ireland
Publications
Conference Publication
Educational Research and Practice in Times of Transition: Looking to the Future
Joanne Fitzpatrick, Emmanuel OGrady, John OReilly
IAEVG International Conference
Lucy Hearne and Emmanuel OGrady
ECER 2014, The Past, the Present and the Future of Educational Research
Joanne Fitzpatrick, John O'Reilly, Emmanuel O'Grady
ESAI Annual Conference 2010 Title: Borders, Boundaries and Identities: Education in Challenging Times,
O¿Grady, E. and Mannix McNamara, P.
Professional Education: Research, Practice and Learning
Mannix McNamara, P., O¿Grady, E.
Other Publication
Navigating initial teacher training: becoming a teacher
O'Grady, E
European Journal Of Teacher Education
DOI: 10.1080/02619768.2011.566921
Peer Reviewed Journal
Establishing respectful educative relationships: a study of newly qualified teachers in Ireland
O'Grady, E
Cambridge Journal Of Education
DOI: 10.1080/0305764X.2014.930415
Tackling social and health inequalities: vulnerability among the young lesbian, gay, and bisexual population in Ireland
Mannix McNamara, P., OGrady, E., Devaney, E., and Jourdan, D.
Psychology and Sexuality
DOI: 10.1080/19419899.2012.662694
The importance of respect in teaching and learning: perspectives of final year pre-service teachers in a regional university in Ireland
O'Grady, E; Hinchion, C; McNamara, PM
European Journal Of Teacher Education
DOI: 10.1080/02619768.2011.592978