Paul F. Conway

Education Department,
National University of Ireland (NUI), Cork
Donovan's Road
Cork
Ireland

Email: pconway@education.ucc.ie

Website: http://www.ucc.ie/ucc/depts/education/staff/paul.html

MSU Degree: Ph. D in Educational Psychology, 1998

Dissertation topic: Anticipatory reflection while learning to teach: The role of hope, fear and expectation

Current position:
College Lecturer, Education Department, National University of Ireland, Cork, Cork, Ireland; Visiting Scholar, Dept Counseling, Educational Psychology and Special Education, College of Education, Michigan State University, Summer 2000, 2001, 2002, 2003, 2004. Teaching on MA Educational Technology

Areas of special competence: Teacher learning and professional development, Learning Theories (particularly socio-cultural theories) with focus on literacy learning, Educational Technology, Policy, Development of self and identity

Language: English, Irish/Gaelic and a little French

Publications:

Gash, H. & Conway, P. (1997). Images of heroes and heroines: how stable? Journal of Applied Developmental Psychology, 18, 3, 349-372

Conway, P. F. (2000). Schools Information Technology (IT) 2000: Technological innovation and educational change. Irish Educational Studies, 19, 227-244.

Conway, P. F. (2001). Anticipatory reflection while learning to teach: From a temporally truncated to a temporally distributed model of reflection in teacher education. Teaching and Teacher Education, 17, 1, 89-106

Zhao, Y. & Conway, P. F. (2001) "What’s in., what’s out?": An analysis of state technology plans. Teachers College Record [On-line] www.tcrecord.org

Conway, P. F, Goodell, J. & Carl, J. (2002). Educational reform in the United States: Politics, purposes, and processes. In R. Griffin (Ed.). Education in Transition: International Perspectives on the Politics and Processes of Change. London: Symposium Books.

Conway, P. F. (2002). Learning in communities of practice: Rethinking teaching and learning in disadvantaged contexts. Irish Educational Studies, 21, 3, 61-92

Papanastasiou, E. C. & Conway, P. (2002). Teacher Professional Development through LATTICE. An International-intercultural Project. Studies in Educational Evaluation, 28, 4, 315-328.

Conway, P. F. (2002). Irish Educational Studies, Vol. 21, 1, (Issue Editor).

Conway, P. F. & Zhao, Y. (2003). From Ludittes to gatekeepers to designers: Images of teachers in political documents. To appear in Y. Zhao (Ed.), What Teachers Should Know about Technology? Perspectives and Practices. Greenwich, CT: Information Age Press.

Conway, P. F. & Clark, C. M. (2003) The journey inward and outward: A re-examination of Fuller's concern-based model of teacher development. Teaching and Teacher Education,19, 465-482

Conway, P. F. (2003). Irish Educational Studies, Vol. 22, 1, (Issue Editor).

Mac an Ghaill, M., Hanafin, J,, and Conway, P. F. (2004). Gender politics and Exploring Masculinities in Irish Education: Teachers, materials and the media. Dublin: National Council for Curriculum and Assessment (NCCA). ISSN: 1649-3362

Conway, P. F. and Artiles, A. (in press). A socio-cultural perspective on teacher performance assessment. In F. Peterman (Ed.), Designing Performance Assessment Systems for Urban Teacher Preparation. Mahwah, NJ: Lawrence Erlbaum Associates.

Fitzpatrick, S. and Conway, P. F. (in press). On-line learning and differential participation in a democratic society: Ireland as a case study, In A. Carr-Chellman, (Ed.), E-Learning and Democracy: Critical Perspectives on the Promise of Global Distance Education. Thousand Oaks, CA: Sage Publications

Conway, P. F. (2004, in press). Irish Educational Studies, Vol. 23, 1, (Issue Editor).