e-journal

All articles in the STER e-journal are written by students and go through a double-blind peer review process. Articles showcase the key findings of students' final year research project and are approximately 3,000 words in length. The target audience is students, teachers and other education professionals who are interested in up-to-date research relevant to the Irish education system. The e-journal is published online (here) and on Trinity's Access to Research Archive (TARA). 
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Volume 1 (2018)

The first issue of the STER e-journal includes two short articles on the themes of ‘Translanguaging’ and ‘Intercultural Education’ in primary education. Download the complete volume as a PDF below.

Volume 2 (2019)

Volume 3 (2020)
The second issue of the STER e-journal includes ten short articles on the themes of: education leadership, work-based learning; early years policy; inclusion and more. Download the complete volume as a PDF below.
The third issue of the STER e-journal includes nine short articles on a diversity of themes including: station-teaching, inclusion, early literacy, curriculum and education policy and more. Download the complete volume as a PDF below.
ster_journal_vol_1_2018.pdf
File Size: 2092 kb
File Type: pdf
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ster_journal_vol_2_2019.pdf
File Size: 2290 kb
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ster_ejournal_vol_3_2020.pdf
File Size: 1936 kb
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Download individual articles

Exploring the connection between child observation and curriculum planning in early years settings. Joanne Roe. Vol 3 2020.pdf
File Size: 437 kb
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An action research project using the dialogic story reading approach with children with autism spectrum disorder. Kathryn Lundy. Vol 3 2020.pdf
File Size: 349 kb
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Teachers’ perspectives of station-teaching in mathematics in an Irish primary school. Eimear O'Connell. Vol 3 2020.pdf
File Size: 370 kb
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Exploring Student-teacher Attitudes to Interculturalism. Eva Kelleher. Vol 1 2018.pdf
File Size: 350 kb
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Exploring the impact of Aistear on Montessori. Jayne Gilpin. Vol 3 2020.pdf
File Size: 296 kb
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Competence and Confidence of Newly Qualified Teachers. Erica O'Reilly. Vol 3 2020.pdf
File Size: 288 kb
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Exploring the Inclusion of LGBTQI Information in Relationships and Sexuality Education in Irish Primary Schools. Laura Curtis. Vol 3 2020.pdf
File Size: 302 kb
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An é Trasteangú Athbheochán na Gaeilge. Sarah Burke. Vol 1 2018.pdf
File Size: 618 kb
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Exploring performances of LGBTQ sexualities in Irish primary schools. Darragh Horgan. Vol 3 2020.pdf
File Size: 383 kb
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An inclusive education for all. Amy Quirke. Vol 3 2020.pdf
File Size: 277 kb
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An investigation into parents’ and children’s understandings of early writing. Kerry Harkin. Vol 3 2020.pdf
File Size: 329 kb
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Aistear - A Journey Under Construction and Every Voice Matters. Marziya Fazal. Vol 2 2019.pdf
File Size: 333 kb
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‘AIMing’ for the Target - how has Policy on Inclusion Evolved since the 1990’s in Ireland. Eva Stembridge. Vol 2 2019.pdf
File Size: 409 kb
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An Investigation into the Attitudes of Pre-service Teachers Towards Teaching Children with Special Educational Needs. Aoife Munroe. Vol 2 2019.pdf
File Size: 431 kb
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Exploring Teachers’ Experiences of Inclusion Strategies for Deaf Children in Mainstream Primary School. Holly Cuneen. Vol 2 2019.pdf
File Size: 346 kb
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An Investigation into Five Methods of Student Reflection. Katherine Chapple. Vol 2 2019.pdf
File Size: 463 kb
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An Investigation into Secondary School’s Approach to Collaboration and Communication with their Feeder Primary Schools. Helen Lowe. Vol 2 2019.pdf
File Size: 415 kb
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Distributed Leadership - a ‘Happily Ever After‘ for the Post-primary School. Marinella Raftery. Vol 2 2019.pdf
File Size: 357 kb
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investigating the Attitudes of Teachers to Science Education in the Irish Primary Classroom. Cora Coppinger. Vol 2 2019.pdf
File Size: 567 kb
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Older People and Well-being - Perception and Influencing Factors. Mairead Spillane. Vol 2 2019.pdf
File Size: 393 kb
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Work-based Learning - Bridging the Gap between Learning and Doing. Siobhan Sentry. Vol 2 2019.pdf
File Size: 340 kb
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Share your research

peer review process
STER is a fantastic way to get feedback and to help focus your attention on the significance and impact of your education research. Participation is open to undergraduate and postgraduate students of education programmes. Students can participate if they currently writing a dissertation, or if they have submitted their dissertation within the last 18 months. All research included in STER must be on a topic related to education. Where students have completed empirical research, they must have recieved and complied with ethical approval from their home institution. If you would like more information about sharing your research or volunteering see the contact page for details. 

If you would like to submit an article for the STER journal, please contact the coordinator for a copy of the guidelines for authors.
Student articles go through a double-blind peer review process. Once authors submit a first draft of their article to the coordinator, articles are anonymised and sent to the student peer-review team. Each article is reviewed by at least two student reviewers and a written feedback report is sent to the author. Feedback is constructive, aiming to enhance the overall quality of the submission. To maintain the quality of the STER e-journal, peer reviewers reserve the right to not publish articles and/or to request additional rounds of review.

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