Publishing with STER
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 on Trinity's Access to Research Archive (TARA) - an open access repository that houses the STER collection. We accept submissions three times per year - 31 October, 31 January, 30 June 
STER Guidelines for Authors 
STER Journal Style Guide |
This is an open access journal which means that all content is freely available without charge to the user or their institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.
Student Teacher Educational Research (STER) by Aimie Brennan is licensed under CC BY-NC-SA 4.0 |
Volume 6 (2024)
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This sixth volume of the STER e-journal presents eight articles prepared by education students of MIE, TCD, UCD, SETU, DCU and University of Graz. In this issue, articles cover a diversity of themes including religious education, professional development, play therapy, diversity and inclusion, English language teaching and literacy education.
Donoghue, S. (2024, pp.6-14). “It’s no big deal”. What happens to children opted-out of religious instruction and sacramental preparation in Irish Catholic primary schools? DOI 10.5281/zenodo.12688294
Connolly, R. (2024, pp. 15-27). An investigation into farmers’ perceptions and experiences of engaging with continued professional development. DOI 10.5281/zenodo.12688268.
Gough, K. (2024, pp. 28-36). Restorative Circles as a Means of Proactive Student Self-Assessment: Integrating the Well-being Agenda into the Junior Cycle English Classroom. DOI 10.5281/zenodo.12687807
Egan, J. (2024, pp. 37-44). Effort and Belief Pedagogies in a Post Primary DEIS context. DOI 10.5281/zenodo.12687948
Egger, C. (2024, pp 45-53). The Influence of Global English on the Contemporary ELT Classroom: The Case of the Linguistic Landscape. DOI 10.5281/zenodo.12688085.
Nolan, S. (2024, pp.54-62). Dissecting Diversity: Experiences of migrant and minority student populations in SETU Carlow. DOI: 10.5281/zenodo.12686050
Keogh, A. J. (2024, pp 63-75). The Books are Harder: Enhancing the Teaching of Reading Comprehension in The Senior Primary Classes. DOI 10.5281/zenodo.12688236
Cronin, A. (2024, pp. 76-81). An examination of the benefits of incorporating aspects of play therapy, speech and language therapy and physiotherapy into the classroom for children with Autism Spectrum Disorder to enhance their educational experience.
DOI 10.5281/zenodo.12688309 |
Volume 5 (2022), SPECIAL ISSUE
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The fifth issue of the STER e-journal includes six short articles by graduates on the topic of Intercultural Education. This is the first ever Special Issue of the STER e-Journal. Sincere thanks to Guest Editor Dr Barbara O'Toole, and to Dr Roland Tormey for writing the foreword to this Special Issue.
Lacey, C. (2022, pp 8-19.). Attitudes towards immigrant children and their home languages within the Irish education system. DOI 10.5281/zenodo.12689053
Harris, G. (2022, pp 20-30.). "It’s all about what happens on the ground": interpretations of intercultural education in Ireland. DOI 10.5281/zenodo.12688813
Byrne, H. (2022, pp 31-38). The effect of ‘The Colour of Home’ on teaching and learning about diversity in the Primary School. DOI 10.5281/zenodo.12688663
Golden, R. (2022, pp 39-49). Representations of Diversity in Classroom Resources: “Windows and Mirrors” or Cracked Glass?. DOI 10.5281/zenodo.12688761
Keohane, R. (2022, pp 50-60). Teacher awareness: a key factor when implementing anti-racism initiatives to support children seeking refuge and living in direct provision. DOI 10.5281/zenodo.12688891
Maher, S. (2022, pp 61-71). An investigation into why Traveller children’s attendance levels are comparatively lower than that of settled children and how Irish Primary Schools are helping to overcome this challenge. DOI 10.5281/zenodo.12688945
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Volume 4 (2021)
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The fourth issue of the STER e-journal includes fifteen short articles from graduates of five institutions on a variety of topics including: Outdoor education, Inclusion, Team Teaching, Transitions and more.
Doyle Bradley, N. (2021, pp.8-21). Is Special Education Teaching in Ireland Stressful? Coping with Work-related Stress. DOI 10.5281/zenodo.12689447
Kelly, L. (2021, pp.22-31). Watching me, Watching you: The Effects of CCTV on the School Population. DOI 10.5281/zenodo.12689345
Delahunty, K. (2021, pp.32-43). Connecting Students with Nature: An Investigation into Outdoor Education. DOI 10.5281/zenodo.12689374
Sharkey, E. (2021, pp.44-55). Exploring Early Years Educators’ Psychological and Financial Well-being in Non-profit and For-profit Early Years Settings in Ireland. DOI 10.5281/zenodo.12689406
McElvaney, G. (2021, pp.55-67). ENABLING TRANSITIONS: Insights from Learners’ Transitional Experiences on a Further to Higher Education Bridging Programme. DOI 10.5281/zenodo.12689504
Redmond, S. (2021, pp.68-76). Post-Primary School Teachers’ Perspectives on the Benefits of Homework for Student Learning. DOI 10.5281/zenodo.12689565
McDonagh, A. (2021, pp.77-84). Exploring Prison Educators’ Perspectives on What Strategies They Deem as Being Effective When Supporting Prisoners as Learners. DOI 10.5281/zenodo.12689648
Hinkson, C. (2021, pp.85-93). Investigating the Effect of Games on the Learning Experience in the Science Classroom. DOI 10.5281/zenodo.12689714
Lawrence, A. (2021, pp.94-102). Irish Primary Teachers' use of Social Media in Visual Arts Education. DOI 10.5281/zenodo.12689786
Dunne, S. (2021, pp.103-111). The Perceptions of a Student Teacher on Implementing Active Learning with Junior Cycle Students. DOI 10.5281/zenodo.12689861
Murphy, A. (2021, pp.112-119). How our Bodies can Support the ‘Weight’ of Cognition: The Role of the Body in the Second Language Classroom. DOI 10.5281/zenodo.12689974
O'Reilly, F. (2021, pp.120-128). An Exploration into the Experiences of LGBTQ+ Primary School Teachers in Ireland. DOI 10.5281/zenodo.12689195
O'Regan-Ryan, A. (2021, pp.129-137). A Self-Reflective Study of Team-Teaching in the Post-Primary Mainstream Classroom. DOI 10.5281/zenodo.12689288
Palmer, E. (2021, pp.138-147). ‘Are Mindfulness Techniques Practised in the Early Years Setting?’: A Study of the Use of Mindfulness in the Early Years. DOI 10.5281/zenodo.12689354
Molloy, N. (2021, pp.148-156). Finding a Voice and Fostering Independence. The Role of the SNA in Supporting Children with ASD in Mainstream Schools. DOI 10.5281/zenodo.12689390
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Volume 3 (2020)
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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.
Roe, J. (2020, pp.6-16). Exploring the Connection Between Child Observation and Curriculum Planning in Early Years Settings. DOI 10.5281/zenodo.12690179
Horgan, D. (2020, pp.17-26). Exploring Performances of LGBTQ Sexualities in Irish Primary Schools. DOI 10.5281/zenodo.12690253
Gilpin, J. (2020, pp. 27-35). Exploring the Impact of Aistear on Montessori Education. DOI 10.5281/zenodo.12690974
Curtis, L. (2020, pp.36-44). Exploring the Inclusion of LGBTQI+ Information in Relationships and Sexuality Education in Irish Primary Schools. DOI 10.5281/zenodo.12691113
O'Connell, E. (2020, pp.45-53). Teachers’ Perspectives of Station-teaching in Mathematics in an Irish Primary School. DOI 10.5281/zenodo.12691241
Reilly, E. (2020, pp.54-60). Competence and Confidence of Newly Qualified Teachers in Supporting Children with Special Educational Needs in School Settings. DOI 10.5281/zenodo.12691691
Harkin, K. (2020, pp.61-68). An Investigation into Parents’ and Children’s Understandings of Early Writing. DOI 10.5281/zenodo.12691377
Lundy, K. (2020, pp.69-76). 'An Action Research Project using the Dialogic Story Reading Approach with Children with Autism Spectrum Disorder. DOI 10.5281/zenodo.12691520
Quirke, A. (2020, pp.77-88). An Inclusive Education for All’: Challenges Facing Teachers in Supporting Children with SEN in a Multi-Grade Mainstream Classroom. DOI 10.5281/zenodo.12691550
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Volume 2 (2019)
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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.
Fazal, M. (2019, pp.5-10). Aistear: A Journey Under Construction and Every Voice Matters. DOI 10.5281/zenodo.12691619
Coppinger, C. (2019, pp.11-18). Investigating the Attitudes of Teachers to Science Education in the Irish Primary Classroom. DOI 10.5281/zenodo.12691584
Cunneen, H. (2019, p.19-24). Exploring Teachers’ Experiences of Inclusion Strategies for Deaf Children in Mainstream Primary Schools. DOI 10.5281/zenodo.12690392
Spillane, M. (2019, pp.25-31). Older People and Well-Being: Perception and Influencing Factors. DOI 10.5281/zenodo.12691564
Chapple, K. (2019, pp.32-39). An Investigation into Five Methods of Student Reflection. DOI 10.5281/zenodo.12690875
Stembridge, E. (2019, pp.40-46). AIMing’ for the Target: How has Policy on Inclusion Evolved since the 1990’s in Ireland. DOI 10.5281/zenodo.12691041
Lowe, H. (2019, pp.47-53). An Investigation into Secondary School’s Approach to Collaboration and Communication with their Feeder Primary Schools. DOI 10.5281/zenodo.12691175
Munroe, A. (2019, pp.54-62). An Investigation into the Attitudes of Pre-Service Teachers towards Teaching Children with Special Educational Needs. DOI 10.5281/zenodo.12691303
Raftery, M. (2019, pp.62-70). Distributed Leadership-A ‘Happily Ever After ‘for the Post-Primary School? DOI 10.5281/zenodo.12688449
Sentry, S. (2019, pp.71-77). Work-Based Learning: Bridging the Gap Between Learning and Doing? DOI 10.5281/zenodo.12691449
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Volume 1 (2018)
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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.
Kelleher, E. (2018, pp.6-13). Exploring Student-Teacher Attitudes to Interculturalism. DOI 10.5281/zenodo.12691535
Burke, S. (2018, pp.14-23). An é Trasteangú Athbheochán na Gaeilge? DOI 10.5281/zenodo.12688540
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OPen call
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peer review process
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Participation is open to undergraduate and postgraduate students of education programmes to Masters level. STER does not publish PhD research. Students and graduates can participate if they currently writing a dissertation, or if they have submitted their dissertation within the last three years. All research included in STER must be on a topic related to education. Where students have completed empirical research, they must have received and complied with ethical approval from their home institution.
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All submissions undergo a double-blind peer review process. After a first draft of the article is submitted, it is anonymised and sent to the student peer-review team. Each article is reviewed by two student reviewers and one staff reviewer. A written feedback report is sent to the author, with the aim of enhancing the overall quality of the submission. The STER team reserve the right to not publish articles that are below the quality necessary for publication. Alternatively, and if agreed by the team and the author, additional rounds of review can be accommodated.
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